Theory Of knowledge

Question 1

Knowledge claim about the past

Answer 1

Part of the vast collection of knowledge we have about our past.

We know that Neil Armstrong was the first man to walk on the moon.

Question 2

Practical knowledge

Answer 2

The kind of knowledge we have about how to do things, like how to swim, play a violin or read Mandarin. It is necessarily personal.

Question 3

Valid

Answer 3

Well-grounded or justified.

Question 4

Shared knowledge

Answer 4

What we know as part of a group or community; for example, what we learn through the curriculum at school is a set of skills and information agreed on by educators, politicians and others as important knowledge by our society.

Question 5

Inductive reasoning

Answer 5

Moves from particular observations, experiences, or data to general conclusions.

For example, my particular experiment observation that magnesium appears to increase its mass when it is burnt could lead me to the general conclusion that ‘all magnesium appears to increase its mass when burnt’.

Question 6

Distributed knowledge

Answer 6

The combined knowledge of all individuals in an organization, society, nation or the world.

The more complex and knowledgeable a society or an organization becomes, the more it must rely on distributed knowledge.

No one knows everything there is to know, and we must often call on experts for their skills and advice.

Question 7

Types of knowledge

Answer 7

A priori (before experience).

A posteriori (after experience).

First-hand knowledge (knowledge we gain ourselves).

Second-hand knowledge (knowledge we acquire from other sources).

Question 8

Newton’s Law of Gravitation

Answer 8

Every particle of matter in the universe attracts every other particle with a force that is directly proportional to the product of the masses of the particles and inversely proportional to the square of the distance between them.

Question 9

Mathematics Knowledge Framework

Answer 9

Mathematics could be regarded as the most perfect system of knowledge we have.

It is largely disconnected from the real world. The trouble with mathematics is that the things it studies and whose properties it explores with such a great certainty do not actually exist (a perfect circle does not exist).

The instances of mathematical concepts we have in the real world are only ever approximations.

Question 10

Sensory perception

Answer 10

Our senses help us understand the world around us, but these are only as good as our sensory apparatus and our brain’s interpretation of the data it receives.

The way in which we perceive things is unique.

As well as hearing, vision, smell, taste and touch, we have many other senses including motion, equilibrium, pain and temperature.

Question 11

WOK Imagination

Answer 11

Imagination is a source of knowledge.

It is often associated with creativity, thinking outside the box and letting imagination take over can lead to new knowledge.

Imagination is needed for speculating about the past and the future.

Question 12

Reason

Answer 12

Reason is often thought to be a defining characteristic of what it is to be human.

When we construct an argument or justify a belief, we are using reason.

Question 13

Coincidence

Answer 13

When two or more events happen at the same time independently of each other.

Neither coincidence nor correlation implies causation.

Question 14

Knowledge claim

Answer 14

Statement in which we claim to know something.

Question 15

WOK Sense Perception

Answer 15

The sense data our brain receives is determined by the biology of our senses: sight, sound, taste, touch, and smell, sense of heat, pain, movement and balance.

Technology exists to upgrade our sense perception

Question 16

WOK Emotion

Answer 16

What we feel may be influenced by the culture we live in.

Feelings can be regarded as obstacle to our knowledge or a source of knowledge (help is understand ourselves and make decisions).

Question 17

Memory

Answer 17

We cannot know anything without memory.

Memory can be very personal-only you hace immediate access to your memories.

Collective memories of present and past generations are available to us all through books and these memories allow us to build on the knowledge and achievement of others.

Question 18

Causation

Answer 18

When one event leads to another event, for example kicking a football causes the ball to move.

Question 19

Knowledge definition

Answer 19

Justified true belief.

Knowledge claim supported by substantial evidence and/or valid reasoning

Question 20

Intuition

Answer 20

Intuition is nothing but the outcome of earlier intellectual experience.

Intuition is a way of knowing without relying on reasons or justification.

Ideas that are subconsciously based upon previous knowledge and experience.

It is used in math and science to find a way to a solution.

Intuition are the things the brain knows that we do not know we know.

Question 21

Methods

Answer 21

The procedures and processes used to gain knowledge.

Quantitative methods include statistical analysis, mathematical modeling, and laboratory experiments.

Qualitative methods might include observations, interviews, questionnaires and case studies.

Question 22

Knowledge by acquaintance

Answer 22

Personal knowledge we have first hand.
Includes knowing ourselves, people we have met, places we have been to, or the taste of things we have eaten. Includes also knowledge we acquire through reasoning.

Question 23

WOK Intuition

Answer 23

Intuition is our instinct or gut feeling.

Intuitive feelings aren’t always reliable or correct.

Question 24

Proof

Answer 24

Enough evidence to claim something as true.

Question 25

Unjustified opinion

Answer 25

Not based on good reasons.

“He is a better leader because he is taller than her”

Question 26

Numbers

Answer 26

Counting is a human activity that is believed to extend back well before written history began.

The way we learn about numbers shapes the way we think of them.

Question 27

Justified

Answer 27

Shown to be fair, right or reasonable.

Question 28

Evidence

Answer 28

Information that is interpreted to support a particular argument.

Question 29

Abstraction

Answer 29

A generalized concept usually derived from many specific instances.

It is the ability to work with abstraction that gives mathematics its power in practice.

Question 30

WOK Language

Answer 30

Language is universal. It is a way of knowing and the second part of the knowledge framework.

It is a way to communicate our knowledge between individuals, and pass it between different cultures an onwards to the next generation.

Question 31

Knowledge matrix

Answer 31

Network of intersecting ideas, beliefs and facts within which new knowledge arises and develops.

Question 32

Distributed knowledge

Answer 32

The combined knowledge of all individuals in an organization, society, nation or the world.

The more complex and knowledgeable a society or an organization becomes, the more it must rely on distributed knowledge.

No one knows everything there is to know

Question 33

Scope

Answer 33

The subject content of an area of knowledge.

What each area of knowledge is about.

Question 34

WOK Faith

Answer 34

Faith can interact with reason.

Knowledge claims based on faith may be regarded by some people as irrational, and by others as above and beyond rational.

Faith can mean trust: faith in God.

Faith can mean a belief we hold: faith that we live in a rapidly expanding universe comprising mostly dark energy.

Question 35

Anecdotal evidence

Answer 35

Evidence that comes from personal stories.

This type of evidence is not admitted in science because it is not based on a scientific study.

It cannot be tested.

Question 36

Knowledge framework

Answer 36

The framework helps you find your way around different areas of knowledge and make connections and links between them.

The knowledge framework is a tool for analysis and comparison between different areas of knowledge. It has five interacting parts:

1. Scope, motivation and application.
2. Specific terminology and concepts.
3. Methods used to produce knowledge.
4. Key historical developments.
5. Interaction with personal knowledge.

This knowledge framework has the main goal to make it easier to compare the similarities and differences between two or more areas of knowledge.

Question 37

Emotion

Answer 37

Intensely personal way of knowing.

Emotions shape our thoughts and behavior and influence our interpretation of the world in a cyclical fashion.

Question 38

Language

Answer 38

The most social of all ways of knowing.
Language can only function as a means of communication as far as it is shared.

Without shared knowledge there could be no language.

How we hear and interpret language is also deeply personal.

Question 39

Personal knowledge

Answer 39

The knowledge we have through our own experiences and personal involvement; this can include knowledge by acquaintance, practical knowledge and factual knowledge.

Question 40

Applied Mathematics

Answer 40

All quantities and theories are all approximate and succeed only because of the generous tolerances that ensure that whatever imperfections there may be in the theory or the manufacture of the components, there is still a huge margin for error between the theoretical maximum and the actual value.

Question 41

Knowledge questions

Answer 41

Open questions that explore issues of knowing (cannot be answered by a simple yes or no).

Questions that we ask about what knowledge is and how we know what we claim we know.

Provide a framework for what and how we know.

Question 42

Emotions

Answer 42

Subjective experiences of certain physical changes in our bodies. If these physical changes return to normal, the emotion disappears.

Question 43

Links with personal knowledge

Answer 43

Personal knowledge is what I know as an individual.

Shared knowledge has an impact on what you as an individual know. Similarly, you as an individual can contribute to shared knowledge.

Question 44

Knowledge 3

Answer 44

Knowledge consists of a matrix of concepts, facts and relations that we rely upon as a whole when assessing any individual claim we come across.

Question 45

Knowledge

Answer 45

Set of beliefs that we trust. We may not be absolutely certain they are true but we treat them as if they are because they are the best we can do right now.

Is what we use to help explain the world around us, to further our understanding, and to enable us to make decisions.

Question 46

Valid reason

Answer 46

A reason that is well-founded and convincing; a valid argument is an argument that follows the rules of logic.

Question 47

Areas of knowledge

Answer 47

The IB recognizes eight of them:
Mathematics, natural sciences, human sciences, history, the arts, ethics, religious knowledge systems, and indigenous knowledge systems.

Question 48

Knowledge 2

Answer 48

Our knowledge is the best we can do right now given that we are a particular group among a particular species in a particular place and time.

Question 49

Note 1

Answer 49

Do not use the words ‘evidence’ and ‘proof’ interchangeably. They do not mean the same thing. Similarly, do not say your evidence ‘proves’ your thesis when you really mean that your evidence ‘supports’ it.

Question 50

Relativism

Answer 50

What is true for you is your knowledge, and what is true for me is mine; both are of equal value and both have equal status as knowledge. It is a claim we often hear, but few who say it really believe it.

Question 51

Applications

Answer 51

How knowledge is used, whether it is to identify problems or find solutions.

Refers to the practical problems and solutions the area of knowledge addresses.

Question 52

Geometry

Answer 52

We can think about circles, and do geometry and algebra with them, but we cannot find a perfect circle anywhere (the wheels of a school bus are very poor approximations of circles).

Euclidean geometry is a fiction in the sense that none of these perfect objects (circles, triangles, etc.) exists except in our minds.

Question 53

Provenance

Answer 53

A record of ownership, ideally going back to the artist in the case of an artwork.

Question 54

Specific terminology and concepts

Answer 54

Identifies language and key concepts.

The purpose of this part of the framework is to identify the similarities and differences between concepts in different areas of knowledge.

Question 55

Belief

Answer 55

A feeling that what you think is true.

Question 56

True

Answer 56

Logically consistent, honest, correct or accurate.

Question 57

Correlation

Answer 57

When there is a relationship between two or more events, but it is not necessarily a causal relationship.

Question 58

Key historical developments

Answer 58

This part of the knowledge framework invites you to think about how an area of knowledge has developed over time.

How ways of knowing have developed over time.

This traces the historical development of an area of knowledge.

Question 59

Faith

Answer 59

Most of what we know we accept on trust.

We take on faith things told to us by our friends, family, teachers, etc.

We also take on faith our religious and cultural beliefs.

Faith is essential for us to live our everyday lives.

Even science relies on faith in a rational and orderly universe.

Question 60

Premise

Answer 60

A proposition assumed to be true, on which an argument is based.

Question 61

Tacit knowledge

Answer 61

Knowledge that cannot be easily communicated to others. Understood or implied without being explicitly stated.

Question 62

Imagination

Answer 62

Ideas and images in our head.

Imagination can play an important role in knowing.

In arts, imagination leads the way to creation of something new.

In history, imagination can weave a story that connects isolated ideas and help create a coherent whole.

In mathematics, imagination enable us to find new ideas and solutions.

In each area, what may begin as an individual’s imagination can lead to shared knowledge.

Question 63

Justified true belief

Answer 63

We have good reasons to believe them to be true.

Knowledge is a justified true belief.

Question 64

WOK Memory

Answer 64

We might claim to know something when we remember it.

Memory is a process which we use to recall knowledge rather than the source of knowledge itself.

We use language to put memory into words.

Recollection may be influenced by emotions and we can imagine the past and use language to change our memory.

Types: semantic memory, episodic memory, long-term memory, short-term memory, working memory, flashbulb memory and autobiographical memory.

Question 65

Shared knowledge

Answer 65

What we know as part of a group or community; for example, what we learn through the curriculum at school is a set of skills and information agreed on by educators, politicians and others as important knowledge by our society.

Question 66

Methods used to produced knowledge

Answer 66

This is to do with the procedure and process for gaining knowledge in a particular subject area, which varies for each area of knowledge.

Question 67

Key concepts

Answer 67

The ideas that form the basis of the area of knowledge.

Question 68

Language

Answer 68

To do with words and communication.

Language enables knowledge to be communicated across cultures and forward to future generations.

Question 69

Factual knowledge

Answer 69

Knowledge about events that have actually occurred or things that have been verified as true.

Question 70

Reason (for IB way of knowing)

Answer 70

Number of logical methods of structuring arguments, such as inductive or seductive reasoning.

Reason could also mean cause but this is not in the TOK context.

When using words that have different meanings, you need to clarify your terms and be consistent in your use of them.

Question 71

Knowledge claim about the present

Answer 71

Paris is the capital of France.

“I know Paris is the capital of France” - Personal certainty

“I believe Paris is the capital of France” - recognizes personal uncertainty

Question 72

Ways of knowing

Answer 72

The IB currently identifies eight ways of knowing: language, sense perception, reason, imagination, intuition, Faith, emotion, and memory.

Question 73

Paradigm

Answer 73

A network of beliefs or a model for understanding, which can be cultural or intellectual.

Question 74

Deductive reasoning

Answer 74

Moves from the general to the particular.

Begins with true premises and a valid argument to reach a conclusion that is also true.

Question 75

Applied Mathematics 2

Answer 75

Neither mathematical numbers nor engineering and physical theories usually claim to describe the world precisely: they aspire to describe it as well as they can while leaving plenty of margin for error.
Mathematics is certainly found in the abstract rather than in the real world.

Mathematics helps us to say what the optimum trade-offs are and what the margins of error should be, but only as a best estimate, not as an absolute certainty.

Question 76

Note-proof

Answer 76

Be very careful of using the word proof in anything but a mathematical sense.
Mostly when people say they have proved something, they really mean they have provided evidence for it. However evidence does not constitute proof.

Question 77

Mathematical proof

Answer 77

Only when something in mathematics is proved do we grant that is true.

Proofs do no more than preserve truth; they do not create it or add to it.

Question 78

Theorem

Answer 78

If you grant us certain assumptions (premises, axioms), and we apply the laws of logic (seductive reasoning) correctly, the conclusions we come to (called theorems), will be as true as those assumptions.

Proof only ever tells us what we have already assumed.

Because we have to assume that the axioms are true, the truth of theorems based upon them is only as good as the truth of the axioms we started with.

In other words, mathematical truth is only true in the system in which it is established, and it is not necessarily a truth about the real world.

Question 79

Axiom

Answer 79

Are assumptions that are often thought to be self-evidently true (they seem to be obviously true that people don’t question their truth).

A starting point in reasoning that is accepted as true.

Mathematicians do not usually just make up a set of axioms and see what they can prove from them. Instead they tend to take an extended system and reduce it to axioms. Then they try to show all the original theorems can be proved from those axioms. This helps to ensure mathematical consistency within the system.

Different types of axiomatic assumptions give rise to different types of mathematics. This creates another type of problem for mathematical knowledge: it appears to be certain yet completely arbitrary.

Question 80

Logic

Answer 80

Logic is the study of valid forms of reasoning.

Question 81

Deductive reasoning

Answer 81

Premise 1 - all rectangles have four sides.

Premise 2 - a square is a. Rectangle.

Conclusion - therefore, a square has four sides.

This reasoning is true as long as both premises are true.

Most school mathematics follows the rules of deductive reasoning.

For deductive reasoning, it is important to begin with the general and move to the particular and not the other way around, for example:

Premise 1 - a square is a rectangle

Premise 2 - a square has four sides of equal length

Conclusion - therefore rectangles have four sides of equal length.

Question 82

Modal logics

Answer 82

This type of logic addresses things like possibility where the logical connections between ‘certain’, ‘possible’, ‘likely’ and so forth are based on deductions.

Premise 1 - some quadrilaterals are trapezoids
Premise 2 - this shape is a quadrilateral
Conclusion- therefore, this shape could be a trapezoid.

There is no certainty, only a possibility, and again we don’t learn anything new.

Question 83

Arbitrariness in mathematics

Answer 83

Extends to logic in that we can choose which rules of inference to use as well as which axioms to assume.

This means that a truth established by a proof using one kind of logic and one set of axioms cannot be claimed to be true in relation to a different kind of logic based ilusión another set of axioms.

Question 84

Mathematical imagination

Answer 84

Imagination is an important way of knowing in mathematics.

Imaginary number i

Question 85

Paradoxes of infinity

Answer 85

Intuition serves a very useful purpose in mathematics.
Intuition may give us an idea of where to look for a solution to a problem, or which direction to go in as we hunt for a proof.

There are an infinite number of different infinities and some kind of infinity are bigger than others. There are some that cannot be counted, even theoretically.

Question 86

Mathematics and reality

Answer 86

Numbers like pi and the square root of two have the property that they are irrational: their decimal expansions go on forever without ever repeating.

Irrational numbers are not real in the sense of being things we can write down.

Question 87

Complexity theory (Chaos theory)

Answer 87

Explains the sensitivity of non-linear mathematical systems to tiny variations in their starting conditions.

We know that many systems are so sensitive that any change in the starting conditions will produce divergent behavior. Since we cannot input starting-conditions with infinite accuracy, we cannot predict the behavior of such systems.

The best we can do is say whether the behavior will lie within certain limits, and even that cannot be said sometimes.

A very small initial starting-condition can have a dramatic impact on the path of a system.

Question 88

Scientific knowledge framework

Answer 88

The natural sciences try to model reality in a way that is connected to it and the connections are checked through experiments.

The requirement that scientific theories be tested in a way that is repeatable to produce consistent results regardless of who conducts the experiment gives rise to the empirical method of science.

Scientific knowledge is often regarded as more certain than other areas of knowledge.

Question 89

Empirical method

Answer 89

Using data to develop or evaluate a theory.

Question 90

Verify

Answer 90

Confirm by use of evidence.

Question 91

Positivism

Answer 91

The belief that the only valid knowledge is that which is based on sensory evidence.

Positivist insist that a statement that cannot be verified should be rejected from the scientific canon as meaningless.

Question 92

Falsifiable

Answer 92

Able to be shown to be false; for example, ‘emus are flightless birds’ is a falsifiable statement because it could be shown to be false if someone were to discover a flying emu.

There are definite ways to show that a statement is false.

Question 93

The scientific method

Answer 93

Starts with a question which may come from observation or from general research.
Then, we construct a hypothesis. A possible explanation that would answer the question.
Then, we plan an experiment and predict an outcome.
Then, we conduct the experiment, trying to control other variables and analyze data to see whether or not it supports our hypothesis. If not, we need to modify our hypothesis and/or change the experiment.

We never prove a hypothesis, only support it.

Question 94

Occam’s razor

Answer 94

Is a scientific principle that states that, when choosing between possible hypotheses, we should choose the one that makes the fewest assumptions. This is what is meant by economy and simplicity.
Scientists adopt the simplest explanations first, and will only accept a more complex explanation if it has greater explanatory power.

Question 95

The problem of data

Answer 95

Relationship between data and theory.
For any set of data there will be an infinite number of theories that can explain it.

Scientists will nearly always choose the simplest or most elegant theory. This connect deeply with the belief that the universe is intelligible to human beings.

Intelligible= capable of being understood or comprehended.

We assume the universe is intelligible.

Question 96

The problem of time

Answer 96

Our view of the universe changes with time.

What were once thought to be final theories have been superseded (suplantada).

Question 97

Models

Answer 97

We need simple ways of visualizing the universe to help people come to terms with its vastness, so we create models.

Models are simplistic and do not show the world as it really is. This means that the models must be set aside if we are ever to understand the universe better.

We find that to make the universe more comprehensible we have to employ theories that are not strictly true although they are sometimes good approximations.

Question 98

Scientific theories

Answer 98

Scientific theories are accepted because they explain known behavior and predict future behavior.

A well-founded scientific theory tells us what to expect, an experiment confirms that what we expect to happen does indeed happen.

In chemistry, our theory about acids and bases tells us that if we add an acid to a base, we will get salt and water. If we do an experiment to test this, the results confirm the theory.

We must allow for tolerances in physical measurement in science.

However accurate scientific theories may be, they can only model the world approximately.

Question 99

Repeatability

Answer 99

Repeatability is a criterion for truth.

It is only within a laboratory, with its controls and limitations, that repeatable conditions can be achieved, but the more controlled the environment, the less like the real world the experiment is.

Repeatable experiments do not exist: at microscopic level there will always be variations, and we know that small variations can lead to greatly different scenarios.

By limiting the number of variables that affect the outcome of an experiment, laboratory experiments limit the applicability of their results to non-laboratory situations.

Question 100

Outliers

Answer 100

Experimental results that go against popular theory are often ignored because no one can believe they are right.

Scientists are often reluctant to accept data that conflicts with current theories.

Question 101

Science and ways of knowing

Answer 101

Language is essential for scientists to formulate their theories and publish their results; it is also central to peer review.

Science has a technical language of its own.

Reason plays a central role in determining whether a new scientific argument or theory fits within the existing web of scientific ideas. If it does, it may be accepted; if it does not, it has to work much harder to overthrow established thinking.

Intuition helps scientists to sense where new theories and solutions to problems may be found (Kekule’s dream with a snake biting its own tail helped him discover benzene’s structure).

Early scientific experiments relied on direct observation (natural selection & Darwin’s theory of evolution). Modern science relies more on indirect observation using instruments. Hi

Question 102

Inductive reasoning

Answer 102

When we predict future events on the basis of past experiences.

Most, if not all scientific claims are made on the basis of past experiences.

The problem with inductive reasoning is that no number of past experiences can prove that the pattern they record is true in all places and for all the time.

Question 103

Creation science

Answer 103

Is a movement developed by fundamentalists Christians in the 1960s. It tried to find evidence to counter the theory of evolution and support a theory of creation in line with the accounts in Genesis.
There are several different groups of creation scientists; they typically believe that the Earth is less than 10000 years old.

Question 104

Science and ways of knowing II

Answer 104

Emotion- science is driven by personal conviction and emotional energy. Marie Curie discovered radium at the cost of her own life from exposure to radiation.

Scientists could also become emotionally attached to their theories and be passionate advocates of it.

Imagination-plays a powerful role in scientific development. Many scientific experiments are conducted in mind rather than in laboratory (thought experiments) and they have been key to many great discoveries. Einstein imagines himself chasing a beam of light through space at the speed of light when he was a boy.

Science fiction has anticipated scientific advances long before they were technically possible. Jules Verne imagines submarines.

Memory- having access to distributed knowledge in the written accounts of theories from around the world, and across time, allows scientists to develop and build upon the discoveries of others.

Faith-without a deep faith in an orderly universe, it would make no sense to look for explanations of why things happen as they do based upon generalizations.

Question 105

Human sciences knowledge framework

Answer 105

It is the study of the social, cultural and biological aspects of human beings. It addresses the question of what it is to be human.

Group 3 of the IBDP, individuals and societies.

Question 106

Methodology in the human sciences

Answer 106

The natural sciences often follow the scientific method, and experiments in natural sciences are usually repeatable by other scientists in tightly controlled laboratory studies. This is rarely true in the human sciences where new knowledge often relies on isolated case studies, non-repeatable studies, or studies that have far too many variables to control properly.

For human sciences to be regarded as sciences, the methodologies used to study them must meet certain standards in terms of systematic approach.

The study of individual or group behaviors is often done by conducting studies of large numbers of individuals or groups, and analyzing the behaviors statistically to try to determine trends that will allow researchers to make predictions based on probabilities.

Other methods used for gathering data include case studies, observation of knowing participants, non-participatory observations, controlled experiments, surveys, statistical analysis and thought experiments.

Question 107

Case studies

Answer 107

Is a research method that involves detailed analysis of single individuals, groups or events, usually over a long period of time.

They rely heavily on sense perception and language.

Subjects for case studies are rarely typical. They tend to be selected on the basis that they offer an interesting and unusual perspective on a particular area of research.

Question 108

Truism

Answer 108

Self-defining truths, statements which are true by definition; for example, ‘we have strong feelings when we experience emotions’.

Question 109

Ethical considerations

Answer 109

Taking into account the set of ethical rules which govern how experiments can be conducted. For experiments on human subjects these rules include informed consent, confidentiality, and not causing harm.

Limits the kinds of experiments that can be conducted on human beings.

Question 110

Participatory observations

Answer 110

When researchers interact with the persons they are observing.

People in the study know they are being studied.

e.g. an anthropologist may spend months or even years living with a remote ethnic group to study their customs and culture, and try to get an inside perspective of every day life for the group.

A focus group is a variation of this type of study.

Question 111

Double blind trials

Answer 111

This means that neither the people taking the drug nor the researchers giving the drugs know which people are in the treatment group and which are in the control group.

Question 112

Placebo effect

Answer 112

When patients show an improvement in their condition because they think they have been given an effective form of treatment; for example, they may feel better after being given a medication that has no active ingredient.

Question 113

Non-participatory observations

Answer 113

An observer may simply watch an record behaviors.

The observer does not directly interact with those being watched. The knowledge of being observed is itself an interaction that has noticeable effects on the behavior of those being observed.

e.g. school inspection.

Question 114

Non-participatory observations

Answer 114

When those being observed are unaware that they are being observed.

Adults must consent to being studied.

Question 115

Controlled experiments

Answer 115

The simplest model of human experimentation divide subjects into two groups: a control group and a treatment group. Subjects in both groups are treated alike except for the stimulus or condition being tested for.
People participating in the experiment would not know which group they are in.
No controlled experiments can eliminate all variables, and results must be statistically analyzed.

A significant difference between running human experiments and natural science experiments is the ethical dimension.

Human experiments are subject to much more stringent regulations than other types of experiments.

These regulations include: human subjects must give informed consent, their privacy must be respected, and they must be allowed to withdraw at any time. In addition, the experiment should demonstrably involve greater potential benefits than risks.

Question 116

Nuremberg code

Answer 116

The Nuremberg Code was developed in response to the atrocious human experiments during the Second World War. It provides guidelines to help protect human experimental subjects from injury, disability or death.

Question 117

The Declaration of Helsinki

Answer 117

It is a statement of ethical principles for medical research involving human subjects developed by the World Medical Association.

Question 118

Survey

Answer 118

Surveys are a popular method of research in human sciences. Surveys obtain responses from a sample of individuals in a population, from which they try to make statistical inferences about the whole population.

Many of the survey methods skew the results simply by their collection method.

A good survey is not easy to devise. People’s opinions can be swayed by the ways in which questions are asked and even by the order in which they are asked.

Question 119

Statistical analysis

Answer 119

Statistical analysis is only as good as the data it is applied to.
It requires interpretation, and interpretation is always based on assumptions. The conclusions we draw are only as good as the assumptions on which our reasoning is based.

Question 120

Thought experiments

Answer 120

A thought experiment uses an imaginary situation to try to understand a real issue.

By applying reason to an imaginary situation, the scientist can challenge current theories and further understanding.
The ship of Theseus exercise-a ship that has been preserved for hundreds of years that has had parts replaced, when does it stop being the same ship?

How much of the original ship can be changed before it ceases to be the same ship?

Question 121

History knowledge framework

Answer 121

Historical knowledge is shared knowledge.

Our mechanism for passing on knowledge to future generations is one of our successes as a species.

History studies the recorded past using a method based on the concepts of evidence, reliability and accuracy. History is more than just assembling the facts of past events; it is an attempt to understand in a critical way the causes, course and consequences of those events.

Our personal knowledge of the modern world depends on a good knowledge and understanding of our shared historical past.

History uses different ways of knowing available, including language, memory, reason, and imagination.

History is important because it can help us remember and give us a sense of national or global identity.

Question 122

Objective view of history

Answer 122

The idea that there is a truth or reality that is independent of my own personal perspective; for example, the claim that there are objective truths about the past.

Question 123

Subjective view of history

Answer 123

The idea that truth and reality depend upon my own personal perspective; for example, the claim that ‘what I know about the past is based on my own thoughts, feelings, imagination and interpretation’.

Question 124

Primary source

Answer 124

A document or physical artifact that was created during the time of study.

Question 125

Methods used to produce historical knowledge

Answer 125

All history must be based on sound interpretation of the evidence.

Historians use an empirical method based on interpretation of historical sources.

Question 126

Historical knowledge and language

Answer 126

History can be described as the study of the recorded past, with written records and written documents forming the basis of much of the evidence.

Historians will interpret the sources and check their reliability and accuracy.

Question 127

Historical knowledge and reason

Answer 127

Classification of sources as primary or secondary involves a judgement based on reason.

A historian’s interpretation of a primary source can produce a secondary source, which is a source that presents information found elsewhere.

A secondary source, written after the event, often includes historical interpretation and may comment on primary materials.

Historians use reason to evaluate sources and also use reasoning as part of their method.

Historians use inductive and deductive reasoning.

Question 128

Secondary source

Answer 128

A document or physical artifact that was created much later than the time to which it relates or by someone not directly involved.

Question 129

Historical knowledge and imagination

Answer 129

The historian has a responsibility to stay true to the evidence.

Historical novelist can embellish the facts and be free to innovate beyond the evidence, historians are limited by their own conventions.

Some historians have used imagination as a tool for making the past more real and more immediate to modern readers.

Some authors combine history with fiction. They combine historical data with fictional conversations with people from the time.

Question 130

Historical knowledge and memory

Answer 130

People who were present at an event and experienced it first hand as eyewitnesses can give very important testimonies based on their direct memory, which can be very powerful.

Eyewitness testimony is not always a reliable source of information that can be taken at face value. People’s memories may be inaccurate or unreliable. Memory can be affected by hindsight bias.

Like all sources, memoirs and personal memories of eyewitnesses need to be interpreted.

Question 131

Hindsight bias

Answer 131

The tendency to imagine that events in the past were more predictable than they actually were. It’s the thinking that goes along the lines ‘I should have known that…’

Question 132

Counter-factual history

Answer 132

Using imagination to speculate about ‘what would have happened if…’

Question 133

History and personal knowledge

Answer 133

One reason why history is important to us as individuals is because we can learn from the mistakes of the past.

Lessons learned should be passed down to future generations, never to be forgotten.

History’s purpose is to show what happened and to search for the objective truth.

Question 134

Objective view of art

Answer 134

The view that our judgement of art can be based on criteria and qualities that are independent of the observer.

Question 135

Subjective view of art

Answer 135

The view that our judgements of art are based on personal preference.

Question 136

Arts knowledge framework

Answer 136

Performing arts, the literary arts and the visual arts.

The arts extend our experience and enrich our inner lives.

We increase our personal knowledge and insight with the arts.

Question 137

Arts and culture

Answer 137

The instinct to create art has developed in all cultures: like language, the arts are universal.

Some art forms are specific to particular cultures: the Chinese dragon dance is a traditional part of Chinese culture.

Among the earliest known artistic ‘masterpieces’ are the prehistoric cave paintings in Lascaux in France.

Question 138

Arts and commercial value

Answer 138

Arts is not just about passively receiving sense data; music is just not about hearing. The way we judge art is heavily influenced by its context and setting, as well as our own expectations and priorities.

There is a social status associated with the creation and ownership of art, and art has a physical value.

Jackson Pollock’s painting No. 5, 1948 sold for $140 million in 2006.

Question 139

Arts and ethics

Answer 139

Artists explore the boundary between what is acceptable and unacceptable, often to make a point.

There is an important relationship between the arts and education. Potentially the arts have a civilizing effect ; they broaden our perspective, and may open our eyes to social and ethical issues.

The arts can communicate knowledge that will educate and inform.

Art that is considered shocking today might not be considered controversial in the future.

Art can touch on messy and complicated ethical themes.

Question 140

Methods used to produce knowledge in the arts-Language

Answer 140

The arts can communicate verbal knowledge, as in literature. Language in the arts can also be used metaphorically.

We know not to interpret the language in the arts literally.

Question 141

Non-verbal language

Answer 141

Communication without the spoken or written words.

This type of language offers an alternative expression for our knowledge.

The arts help us express things that we cannot say directly.

Images can also be non verbal language along with dance, music, painting, mime.

Question 142

Kitsch

Answer 142

Sentimental, clichéd or unoriginal art, for example a phot of a kitten on a greeting card.

Question 143

Mimesis

Answer 143

The tradition of imitating or copying reality, for example a portrait which is a good likeness of the person.

Question 144

Methods used to produce knowledge in the arts-Emotion

Answer 144

Music has a very direct emotional impact and can affect our mood.

Our feelings can also motivate us to create an artwork.

The arts can shape and change how we feel.

The arts can give us a feeling of transcendence, a sense of metaphorical window to another world.

What moves one person emotionally might leave another feeling very little or nothing at all.

The arts can help us make sense of the world and give our lives meaning. They can help us feel kore connected, understanding other people’s emotions through empathy and being able to live vicariously through novels.

Question 145

Simile

Answer 145

A simile compares two things using the words ‘like’ or ‘as’ . For example, ‘My love is like a red rose’.

Question 146

Metaphor

Answer 146

Metaphorical language is used in a non-literal sense.

A metaphor makes a comparison between two things more directly without using the words ‘like’ or ‘as’, for example ‘My love is a rose’.

Question 147

Methods used to produce knowledge in the arts-Reason

Answer 147

Our response to art is not just an autonomic and unconscious instinct.

We can stand back and rationally weigh up the content and form of a painting before arriving at a judgement.

Reason provides a framework for the imagination.

In the arts there are rules and systems for analysis.

Prizes in the arts indicate that we can make judgements about the arts based on criteria in which our reason and rationality are involved.

The visual arts can be analyzed using various concepts such as perspective, form, composition, color, line, contrast and shadow.

Question 148

Methods used to produce knowledge in the arts-Perception

Answer 148

Our knowledge of the arts comes from viewing paintings, watching films, listening to music, and so on.

Our response to artwork is not a purely instinctive response since it is shaped by various other factors including our expectations, our education and our cultural context. We actively interpret our sense perception of art in the light of these complex factors.

Question 149

Methods used to produce knowledge in the arts-Imagination

Answer 149

Art can be a form of escapism where we can let our imagination loose.

The arts enable us to travel inwardly and so expand our horizons.

Reading literature from a range of cultures can widen our understanding of those cultures.

By reading literature we can know more about our own mental narratives by comparing them with those of others.

Question 150

Arts knowledge framework and shared knowledge

Answer 150

Our idea of beauty changes over time and can vary across cultures.

Art is very accessible, we simply experience it by hearing music or seeing a sculpture.

Knowing the context in which a work of art is produced can be the key to understanding its meaning.

Our knowledge and insight into artworks of the present can be informed by knowledge of the historical development of an art form.

Artworks can be consciously created in relation to what has come before ; they can inform the present and point forwards to the future.

Question 151

Arts knowledge framework and personal knowledge

Answer 151

The music you listen to and the books you read can define your identity.

What we like to read or look at tells others something about the sort of person we are or the person we would like to become.

The arts help us to look at the world in new and original ways with fresh eyes.

Question 152

Sources of ethical knowledge

Answer 152

On the level of personal knowledge, your source of right and wrong could include the standards you have been brought up with, or your individual conscience.

Morality seems to be partly to do with social and cultural conventions.

Ethics or moral philosophy explores human conduct and values.

TOK Ethics is concerned with whether or not we can have moral knowledge.

Question 153

Conscience

Answer 153

Our personal awareness of what’s right and wrong; for example, our social conscience is our awareness of our ethical obligation and responsibility towards others.

Question 154

Ethical relativism

Answer 154

The view that there are no absolute standards of right and wrong; they vary and evolve differently across nations and cultures.

Is the view that our sense of right and wrong depends on our cultural and historical context.

Question 155

Relativism

Answer 155

A person who thinks that there are no universal moral principles or absolutes since what we claim to know about right and wrong depends on our culture, country and place in history.

Question 156

Subjective view of ethics

Answer 156

The idea that personal knowledge, our own thoughts, feelings, tastes and preferences are the basis of ethical judgements.

Ethical judgements are subjective, that is based on an individual’s personal opinion.

Question 157

International-mindedness

Answer 157

The mutual respect, understanding and interaction between different countries and cultures

Tolerance and an attitude of respect for others.

Question 158

Moral absolutes

Answer 158

Rules which apply universally, regardless of circumstances.

Shared moral standards regardless of national and cultural differences.

Question 159

Objective view of ethics

Answer 159

The idea that there are moral truths ‘out there’ which could be natural or divine; for example, statements such as ‘murder is wrong’ are factual statements which are true or false in the same way that It have three books on my bookshelf’ is true or false.

Idea that moral rules and standards are independent of our personal preferences, perhaps with a natural or a divine basis.

Question 160

Ethical language and key concepts

Answer 160

Statement of fact is ‘All IB students study TOK’.

A statement of value is ‘All IB students should act in a principled way’.

Ethics addresses these statements of value, to do with the shoulds and should nots, the oughts and ought nots.

Ethical values are concerned with practical obligations to act in particular way.

The saying ‘actions speak louder than words’ seems to apply to ethics, since moral language carries with it the requirement to act.

Question 161

Methods used to produce knowledge in ethics-Reason

Answer 161

Reason can be used to argue from general moral principles to particular examples.

There is a rational basis for ethics and you might argue that something is right or wrong on rational grounds.

We might use reason to put forward arguments to defend our position on a particular ethical issue.

Question 162

General moral principles

Answer 162

A fundamental ethical proposition, rule or belief that a person might live by, such as the Golden Rule, ‘treat others as you would like to be treated’.

Question 163

Methods used to produce knowledge in ethics-Emotion

Answer 163

How we feel seems to influence our judgement of right and wrong.

Our moral knowledge might be based on a gut feeling, an intuition than enables us to know the difference between right and wrong.

Question 164

Methods used to produce knowledge in ethics-Faith

Answer 164

The notion of God as the source of moral knowledge can inspire religious believers to have faith in a God-given code of ethics or divine commands.

Religious knowledge systems contain codes for living that set out guidelines for behavior.

There is a distinction between how we live and what we believe. Arguably how we live is kore important than what we believe.

Question 165

Theories in ethics

Answer 165

In ethics there are at least three main categories of theory:
Deontological theories
Consequentialist theories
Virtue ethics

Theories might provide the source or the justification for what we think is right.

Ethical theories can provide a framework for generating ethical principles.

Question 166

Deontological theories

Answer 166

Measure whether an action is right or wrong considering the nature of the action itself, the motivation or the intention behind it (They look behind an action to its motives and intentions).

An action might be judged right or wrong on deontological grounds if you intend good to come from it, and this might seem like a fair and reasonable measure of ethical action.

There may be problems with knowing another person’s intentions or even assessing our own motives.

Immanuel Kant’s deontological theory of ethics says that reason alone can determine whether an action is right or wrong. By universalizing an action, asking ‘What if everybody did that?, a person can discover if their actions are reasonable.

There is a clear rational basis to ethics but there is a degree of imagination required: a sense of how things would be if everyone acted in this way. It follows that our private and public lives should be governed equally by the requirement to do our duty.

Question 167

Consequentialist theories

Answer 167

Measure whether an action is right or wrong on the basis of the result, outcome or consequence of the action.

Question, does someone consider the consequences of the action from their own perspective or the perspective of others, and how do we measure the benefit arising from the action?

Question 168

Virtue ethics

Answer 168

Considers a person’s character, and what it is to be a good person.

It is about the ethical character of people rather than ethical actions.

Virtue ethics does not ask whether actions are right or wrong, but asks instead whether people are virtuous (first proposed by Aristotle).

A good life is one that is lived according to virtue: that is, following habits and attitudes that will lead to a desired goal.

For example, a student who wants to do well will cultivate the habits of hard work and concentration, and whatever they do with these virtues will bring them closer to success. A lazy and distracted student on the other hand will not succeed, because these are vices.

Question 169

Ethical dilemma

Answer 169

British philosopher Philippe Foot’s original version of an ethical dilemma known as the trolley problem: a person is driving a tram that is out of control and can only be steered from one track onto another. If the driver continues on the track ahead, five people will be killed. There is another track with one person who would die. What is the right thing for the driver to do?

Question 170

Utilitarianism

Answer 170

Is a consequentialist theory of ethics that suggest that an action is ethical if it produces certain consequences or results.

Utilitarianism measures the the moral worth of an action by its effects.

An act is good if it increases pleasure or happiness, and bad if it increases pain or suffering. This measurement can be applied to individual actions (act-utilitarianism) or to general rules of behavior (rule-utilitarianism).

Judging an action’s likely outcome and consequences depends on imagining and anticipating the foreseeable consequences and weighing up which would be more favorable

e.g. a world in which everyone follows the rule of not to steal, might arguably be a happier world.

Question 171

Ethics and personal knowledge

Answer 171

Ethics is highly personal and ethical issues are open to personal Inter.

Ethics is still arguably one of the most important areas of knowledge of an individual level.

In terms of our personal knowledge, ethics is about how we live, how we should act, what we think is fair, and what type of people we would like to become.

Of all the areas of knowledge, ethics has the biggest implications for us as people and our personal judgement is the key.

Question 172

Religious knowledge framework

Answer 172

It is perhaps the most contentious of all areas of knowledge.

Religious traditions constitute an array of knowledge. This type of knowledge is similar to knowledge in history and the humanities.

A great deal of it will be historical in nature, and it’s justification may be subject to the same criteria as any historical knowledge.

Some of this knowledge will be about the origins of the religion. It’s traditions and artifacts, history of interpretation, ethical belief, or rites, rituals and festivals.

Question 173

For something to be knowledge it has to satisfy at least some of these criteria:

Answer 173

Something for which there is persuasive evidence or rational argument.

Something accepted by a large body of people.

Something we would act upon.

Something that might cause us to change our behavior.

Something that forms a part of a larger body of claims that are held to be true.

Question 174

Religious knowledge

Answer 174

It is more than knowledge about the origins and practices of religions. It also involves claims about the significance of the religion and it is here that most contention arises.

Believers treat their religious claims as knowledge.

Believers may claim the statements of their own religion as things that they know, but it is unlikely that many non-believers would regard these statements as true.

Believers regard these statements as justified true beliefs and therefore as religious knowledge, but non-believers may dismiss them as both unjustified and untrue.

Question 175

Religious language

Answer 175

The words used when discussing religious ideas are often different from the ways in which the same words are used in other contexts.

Before we can decide whether the claim ‘God exists’ is justified, we have to know what we mean by the words God and exists.

A lot of the religious discourse is about attempting to clarify meanings and reach common understandings, often using metaphorical language. But metaphorical language can itself create misunderstandings, with some people interpreting as literal what is meant as metaphorical and vice versa.

Question 176

Where does religious knowledge come from?

Answer 176

Direct revelation including mystical experiences.
Indirect revelation.
Miracles.
Religious authorities.
Tradition.

Question 177

Direct revelation including mystical experiences

Answer 177

Direct revelation (or special revelation) is when God is claimed to have revealed Godself to a person.

Example: the revelation of the Ten Commandments to Moses.

By their nature, mystical experiences cannot be shared, they have to be experienced. Poetry, metaphor, koans, and paradoxes are some of the ways in which mystics try to communicate their own experiences to others.

Emotion plays a significant role in direct revelation because the person who has a revelatory experience often claims to recognize the revelation by the experience of accompanying emotional changes such as a sense of awe, love, peace, or inner calm.

The strong emotional connections that people have with their religious beliefs are one of the reasons why religion is such a sensitive area.

Question 178

Indirect revelation

Answer 178

Indirect revelation is when people treat records of special revelations received by others as authoritative.

Scriptures are regarded by believers as directly revealed.

When believers read the text for inspiration from them, that inspiration is called indirect revelation.

Question 179

Miracles

Answer 179

Miracles are a feature of many religions and they are often used to justify belief in God.

Miracles are evidence of a supernatural being working within the laws of nature.

Question 180

Spiritual experiences

Answer 180

Experiences such as feelings of awe or oneness with the universe that a person might experience when doing things such as looking at a breathtaking landscape, serving others, or practicing meditating or yoga.

Question 181

Apostasy

Answer 181

Apostasy is still a capital offense in some parts of the world.

This means that people can receive the death penalty for deciding that they no longer believe in their religion.

Question 182

Religious authorities

Answer 182

Most established religions have religious authorities: priests, rabbis, etc.

One of the functions of these authorities is to interpret the teachings and traditions of their religion for lay people, and to determine which variations of interpretation are permissible, and which are to be regarded as heretical.

Religious authorities also have some responsibility for discerning which accounts of direct revelation and miracles are authentic. They decide what counts for religious knowledge and what does not.

Some religious authorities have a great deal of political power as well as religious influence.

Many people have been persecuted, excluded from society or even killed for having opinions that differ from those of religious authorities.

Question 183

Religious traditions

Answer 183

Religious tradition might be regarded as a faith community’s memory.

It is the momentum of the beliefs, practices and interpretations of the community of believers as they are passed down from one generation to the next.

It is not a static thing; it evolves from and draws upon the full interpretative and ritualistic history of a religion.

Typically religious traditions vary from one culture to another despite common origins. For example, the forms of Buddhism practiced in Sri Lanka tend to be markedly different from those practices in China or japan.

Question 184

Anselm’s ontological argument

Answer 184

God is the greatest being we can imagine.

The idea of God exists in the mind.

It is greater to exist in reality than to exist only in the mind.

If God exist only in the mind, then we can conceive of a greater being - that which exists in reality.

We cannot conceive of a being greater than God, therefore God must exist in reality.

Question 185

Ways of knowing in religion-reason

Answer 185

All ways of knowing may be used when developing or accepting religious knowledge.

Reason is regarded as an important feature of theology in many of the world’s theistic (God-based) religions, as well as in nontheistic religions (Jainism, Buddhism, Confucianism) which are often philosophical in nature.

There have been attempts to argue the existence of God without having to rely upon experiential evidence. Saint Anselm’s ontological argument is a famous example of an attempt to prove the existence of God using logic.

Question 186

Pascal’s wager

Answer 186

Pascal’s wager is an argument for loving as if God exists, based on probability. His idea can be summed up as follows:

If we bet that God exists (and live accordingly) and we are right, we will get the rewards of heaven. If we are wrong, we do not lose anything. However, if we bet that God does not exist and we are right, we do not gain anything. But if we are wrong, we could end up in hell. Therefore, Pascal regarded it as sensible for us to assume that God does exist and live accordingly, because that way we can only win. We cannot lose.

Question 187

Ways of knowing in religion-imagination

Answer 187

In many religions traditions, imagination has played a significant role in discovering, articulating and transmitting religious knowledge.

Parables and fables are simple short stories that illustrate moral teachings, and can be found in a number of religious traditions.

Imaginative myths have also been used to explain the world, relationships and rituals and to teach different ideologies, morals and behavioral models.

Question 188

Parables

Answer 188

A short story that conveys a truth or moral idea.

Question 189

Myth

Answer 189

A traditional story about gods, heroes, or groups of people.

Question 190

Ways of knowing in religion-faith

Answer 190

The word ‘faith’ comes from the Latin ‘fidere’, which means to trust, and a great deal of religious knowledge is accepted on trust. It is not necessarily a trust without evidence, or a trust that flies in the face of evidence; it is a trust and confidence in something for which we have enough evidence to justify our belief though not enough for incontrovertible truth.

A great deal of the knowledge we rely on in our day-to-day lives is necessarily grounded in faith. That faith is based on the evidence of our experiences and is not diminished by the lack of concrete proof. In determining whether or not to have faith, we must employ other ways of knowing including our sensory perceptions, emotions, intuition, memory, imagination and reason.

Question 191

Indigenous knowledge framework

Answer 191

Indigenous peoples are distinct communities whose identities and customs are inextricably linked to a land they have inhabited for many generations.

Indigenous people are usually self-identified as indigenous and they claim continuity with pre-colonial communities as well as strong links to the land in which they live.

Typically they have their own distinct language, as well as distinct political and social systems.

Embodied in their lifestyles, beliefs and traditions is a body of indigenous knowledge that has accumulated over decades or even centuries of living in a particular environment.
In practice, it is often people who live rurally who continue to identify with their indigenous roots. Those in cities tend to be assimilated into a broader culture, particularly if they intermarry. Many of their indigenous skills and knowledge are no longer necessary in urban living and are oferten lost.

Question 192

Indigenous knowledge

Answer 192

Indigenous knowledge is knowledge that is predominantly related to community survival in a particular environment. It often involves a deep understanding of local ecology, and includes beliefs and practices that are embedded in the community’s culture.

This knowledge can sometimes be used to maintain social, economic and ecological sustainability for indigenous communities.

Indigenous knowledge is not necessarily restricted to indigenous peoples. It can occur wherever a group of people have lived off the land or in a particular environment for generations, whether they are indigenous or not.

Question 193

Innate knowledge

Answer 193

The knowledge we are born with.

Question 194

Where does indigenous knowledge come from?

Answer 194

Indigenous language.
Praxis.
Authority.
Faith.
Intuition.
Reason.

Indigenous knowledge is not static. As with all knowledge, it develops and changes over time. As indigenous peoples undergo different experiences, are exposed to changes in their environment, and meet with people of different cultures, so their ideas, beliefs and practices change.

Question 195

Where does indigenous knowledge come from? - indigenous language.

Answer 195

Indigenous languages often express ideas or concepts for which there are no equivalent words in other languages.

Indigenous language is an essential means of transmission for indigenous knowledge.

Indigenous knowledge is passed orally from one generation to the next without being codified in writing or translated into any language with wider access. This means that if the indigenous language is lost, the indigenous knowledge will be lost with it.

Question 196

Where does indigenous knowledge come from? - praxis

Answer 196

Many skills are passed from one generation to the next through an apprenticeship-like system in which, typically, fathers teach their sons, and mothers teach their daughters.

Practicing a skill allows our body to get a sense of what is right.

Question 197

Praxis

Answer 197

The established practice or custom of any group.

Question 198

Where does indigenous knowledge come from? - authority.

Answer 198

It is common in many indigenous cultures for authorities such as elders, chieftains or shamans to act as guardians of indigenous knowledge.

The indigenous knowledge they preserve may relate to areas as diverse as religious beliefs and practices, environmental knowledge, tribal history, tribal laws and indigenous craft and skills.

Authority figures are frequently responsible for decision-making maintaining indigenous tradition and upholding cultural norms within their communities. They may be considered guardians of the collective memory.

Question 199

Where does indigenous knowledge come from? - faith.

Answer 199

People need to have faith in their stories and traditions in order to preserve them. When people lose faith in their beliefs, the beliefs, and the practices associated with them are lost.

There is a strong connection between traditional medicine and belief system in many indigenous cultures.

Question 200

Where does indigenous knowledge come from? - imagination

Answer 200

Imagination can be a powerful way of gaining indigenous knowledge.

Storytelling is an important vehicle for the transmission of knowledge for many indigenous peoples, particularly those without a written language system.

An oral tradition was the norm in all cultures before printed materials became widely available.

People of all cultures create stories to help teach their children. Stories are an effective way of teaching future generations knowledge that is essential to survival as well as knowledge deemed valuable to their culture.

Question 201

Where does indigenous knowledge come from? - intuition.

Answer 201

Intuition can play a part in helping people to decide what plant, where to hunt or fish, and where to find water. These decisions can be essential for the survival and well-being of an ethnic group. Particularly those who live in inhospitable terrains.

Question 202

Where does indigenous knowledge come from? - reason.

Answer 202

A great deal of indigenous knowledge is discovered through reason. In many cases, this will be the result of inductive reasoning through regular and repeated observations of the local environment.

The local knowledge accumulated by indigenous peoples may not only be of local value; sometimes they acquire has universal applications.

Question 203

The TOK essay.

Answer 203

The essay is an inquiry or investigation into a knowledge question. It involves an analysis of the question and the connections and links between particular areas of knowledge and ways of knowing.

The essay is externally assessed by an IB examiner using holistic/global impression marking. It is uploaded electronically and e-marked.

There are two overall holistic features that are used to judge the merits of a TOK essay: understanding the knowledge question and analyzing the knowledge question.

This essay tests you ability to think critically about knowledge.

The task is to shape an intelligent response to a knowledge question.

TOK essays are never about subject-specific questions. Should be written in clear and precise language.

Students who are writing their essay in their second or third language will not lose marks for a minor lack of fluency., unless it becomes a significant problem for understanding the text.

Question 204

IB TOK Assessment

Answer 204

In each examination session the IB publishes TOK prescribed titles for the essay. There are six essay titles from which to choose.

Students choose one and answer it in no more than 1600 words.

If you take examinations in May, the titles are published in the previous September. For the November session, the titles are available from March.

10 marks are awarded for the essay. The essay mark is worth 67% of the final TOK score. The presentation is 33% of the marks.

Question 205

Knowledge questions.

Answer 205

These are open-ended, comparative, about knowledge or knowing, expressed in TOK vocabulary and lend themselves to thoughtful enquiry.

Question 206

Holistic marking of the TOK essay.

Answer 206

Holistic marking is also known as global impression marking and is based on the overall quality of the essay.

The essay will be awarded one in five levels of achievement, depending on its quality, with five being the highest level and 0 the lowest.

Question 207

The TOK essay.

Answer 207

The essay is an inquiry or investigation into a knowledge question. It involves an analysis of the question and the connections and links between particular areas of knowledge and ways of knowing.

The essay is externally assessed by an IB examiner using holistic/global impression marking. It is uploaded electronically and e-marked.

There are two overall holistic features that are used to judge the merits of a TOK essay: understanding the knowledge question and analyzing the knowledge question.

This essay tests you ability to think critically about knowledge.

The task is to shape an intelligent response to a knowledge question.

TOK essays are never about subject-specific questions. Should be written in clear and precise language.

Students who are writing their essay in their second or third language will not lose marks for a minor lack of fluency., unless it becomes a significant problem for understanding the text.

Question 208

IB TOK Assessment

Answer 208

In each examination session the IB publishes TOK prescribed titles for the essay. There are six essay titles from which to choose.

Students choose one and answer it in no more than 1600 words.

If you take examinations in May, the titles are published in the previous September. For the November session, the titles are available from March.

10 marks are awarded for the essay. The essay mark is worth 67% of the final TOK score. The presentation is 33% of the marks.

Question 209

Knowledge questions.

Answer 209

These are open-ended, comparative, about knowledge or knowing, expressed in TOK vocabulary and lend themselves to thoughtful enquiry.

Question 210

Holistic marking of the TOK essay.

Answer 210

Holistic marking is also known as global impression marking and is based on the overall quality of the essay.

The essay will be awarded one in five levels of achievement, depending on its quality, with five being the highest level and 0 the lowest.

The holistic judgement of the essay is based around this main question:

Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title?

Question 211

Understanding and analyzing knowledge questions

Answer 211

The examiner will make an overall judgement about your essay based on two features: your understanding of knowledge questions and your analysis of knowledge questions.

Examiners will look at your essay individually and judge your overall performance.

Your essay is the response to one prescribed title. The relevant knowledge question is clearly the title itself.

There might be subsidiary knowledge questions that relate to the main title, but be careful not to go off on a tangent and fail to answer the main title.

Make sure that any knowledge questions you identify are always relevant to answering the prescribed essay title.

Question 212

Understanding knowledge questions.

Answer 212

Develop the following:

• connections with knowledge questions.
• relevant knowledge questions.
• depth and breadth.
• links and comparisons.
• connections with ways of knowing.
• connections with areas of knowledge.
• investigation of alternative perspectives.

Question 213

Analysis of knowledge questions

Answer 213

Consider the following:

• enquiry.
• sound justification.
• clear and coherent argument.
• real-life example.
• extensive exploration of counter-claims.
• assumptions identified.
• implications considered.
• evaluation.

Question 214

Hypothesis

Answer 214

A possible explanation or prediction used as a starting point for investigation.

Question 215

Conjecture

Answer 215

A claim based on a speculation or guesswork.

Question 216

Fallacious reasoning

Answer 216

Reasoning based on errors or mistakes.

Question 217

Depth and breadth

Answer 217

The writing of an essay needs to demonstrate both types of thinking, depth and breadth of thought, to demonstrate your awareness of connections.

Depth of understanding is meant detailed knowledge within an area of knowledge or way of knowing.

Breadth is about thinking of connections, links and comparisons.

The essay needs to explore the distinctions, links and comparisons between areas of knowledge and ways of knowing and use real-life examples to illustrate your points.

Question 218

Analysis, links and comparisons

Answer 218

(According to Bloom’s Taxonomy) include evaluation, synthesis, analysis, application, comprehension and knowledge.

Prescribed essays lend themselves to analysis rather than description.

An analytical essay brings some critical thought to bear on the topic. Good analysis would involve weighing up evidence behind the different positions taken, and assessing the relative merits of each to reach a balanced judgement.

Analysis demonstrates your own critical thought, consideration and intelligent judgement.

A good analytical essay, unlike a descriptive essay, demonstrates higher-order thinking skills.

An essay that takes a descriptive approach often gains poor marks.

Question 219

Real-life situations and knowledge questions

Answer 219

Knowledge questions use general TOK vocabulary. This is the critical thinking, TOK concepts and TOK tools for analysis.

Real-life situations use vocabulary specific to an area of knowledge. These could be the IB subjects, specific areas of knowledge, real-life situations and your own examples.

The essay begins with the TOK and moves to describe subject specific examples and relate them back to the TOK questions, ideas and concepts. The essay connects knowledge questions and TOK thinking to the ordinary world.

The presentation works in the opposite direction, beginning with a description of a real-life example and extracting and analyzing a knowledge question.

Question 220

Command words

Answer 220

Instructions that tell you what to do in the essay; for example, ‘to what extent’ or ‘on what grounds’.

Question 221

Key concept

Answer 221

Some essays have a central idea to explore such as the concept of ‘explanation’ or the idea of ‘certainty’.

Question 222

Unpacking knowledge questions

Answer 222

When you choose your title, think carefully about the wording of the question and make sure that you understand what the title means.

It is important that you know what the essay requires, and deciding the command words and key concepts in the title will give you a strong clue.

The essay cannot be written with a closed perspective and needs to consider alternative views. Be open minded and consider it from different perspectives!

Question 223

Command words-Evaluate

Answer 223

Weigh up and form a judgement.

Question 224

Command words-Consider

Answer 224

Think critically about, give critical thought to.

Question 225

Command words-How important

Answer 225

Form a judgement about relative importance (very important? Not that important?)

Question 226

Command words-on what grounds

Answer 226

Consider what the criteria would be or reasons.

Question 227

Command words-to what extent

Answer 227

Evaluate and form a judgement about the relative extent (to a large extent? To a limited extent?) supported by sound argument.

Question 228

Command words-discuss

Answer 228

Look at both sides and come up with tour own answer.

Question 229

Command words-examine

Answer 229

Look and consider critically.

Question 230

Analyzing claims and counter-claims

Answer 230

The essay is an analysis of knowledge questions.

The essay assesses your understanding and analysis of the knowledge question.

Look at all sides of the argument and assess the foundations and basis of each of those claims and arguments.

Counter-claims need to be extensively explored.

Consider the strengths and weaknesses of claims.
Identify hidden assumptions behind the claims.

The essay needs to focus on analysis than description. Examples can be used to support your analysis.

One approach is to use an example to illustrate a claim, argument or a counter-claim.

Question 231

Knower’s perspective

Answer 231

Your own viewpoint and opinion.

This will involve weighing up claims, arguments, counter-claims and evidence.

You can give tour own opinion and say what you think about the relative merits of different claims and arguments. Support your ideas with reasons.

There are different ways that you can include your own knower’s perspective in your essay:

1. Use your own view to weigh up a knowledge claim or counter-claim.
2. Use your own personal experience or personal example to make an analytical point.

Question 232

Identifying assumptions

Answer 232

One way that you can show your analytical skills is to identify assumptions.

Assumptions can be well hidden and difficult to spot. Your essay needs to show that you can identify hidden assumptions behind knowledge claims.

Identifying the assumptions and considering the implications of claims and arguments will demonstrate your skills of analysis.

Question 233

Considering implications

Answer 233

Implications are more than consequences.

By implications we mean thinking through the line of reasoning to what comes next or what follows.

One conclusion in one area may have an impact in other areas.

Use the following format:

If it is the case that x, it follows that y…

If it is the case that x, it does not follow that y…

Question 234

Widening your analysis

Answer 234

Make use of the framework so that you can make connections and comparisons between areas of knowledge.

1. Scope and applications.
2. Specific terminology and concepts.
3. Methods used to produce knowledge.
4. Key historical developments.
5. Links with personal knowledge.

Use the knowledge framework to think about the similarities, differences, connections and links between different areas of knowledge.

Question 235

Using links and connections

Answer 235

Considere different definitions of the key concept and use different interpretations as a way of introducing analysis into tour essay.

Template:

If by _______we mean _________, it follows that ________.

Question 236

Developing a thesis and constructing an argument

Answer 236

Play around with the following structures and combine them in tour own way:

1. By area of knowledge.
2. By concept and theme.
3. By knowledge question.
4. By thesis, antithesis and synthesis.

Question 237

Thesis

Answer 237

Your thesis statement is your answer to the knowledge question.

It is possible to include the thesis in your introduction or in your conclusion.

The thesis statement should sum up your answer with clarity and precision.

Your thesis may change over time as a result of thinking the knowledge question through and discussing it with your teacher and peers.

Focus your time and attention on developing the quality of your argument and your thesis will follow naturally from your thought process. The thesis itself (whether you agree or disagree) and its precise length are less important.

Question 238

Arguments

Answer 238

A logical, coherent, compelling, precise discussion based on evidence and open to alternative perspectives.

Essays have an argument and the TOK essay can be thought of as an extended argument.

The essay addresses the prescribed title in a way that leads to a clear conclusion.

The essay needs to show a clear line of argument sustained throughout.

For the conclusion to be convincing it needs to have both a true and reasonable set of premises and tour argument needs to be valid. This means the logic of the statements needs to flow so that it makes sense and is coherent.

Question 239

Planning and drafting the essay

Answer 239

A plan is a series of rough ideas that will form the shape of your essay.

The essay should be around 12 paragraphs.

The point of the graph is to get your ideas down on paper and the. You can work on refining them.

The teacher’s role is to encourage and guide to ensure that the essay is your independent work. You are allowed to discuss the essay title with your teacher and you can show them a written essay plan.

You are also allowed to submit one draft essay to tour teacher. They are not permitted to Mark the draft but they are allowed to write one set of comments offering general feedback.

The final essay needs to be submitted double-spaced in 12 point font. The spaces between your lines enable the examiner to make comments and annotations. Use Times New Roma, Arial or another standard font.

Question 240

The essay- structuring your ideas

Answer 240

Before you write your introduction or conclusion, check that you have a solid argument.

Your argument is a sequence of ideas that follow logically from each other.

There is not one formula or framework for achieving this, and the whole point of the essay is that it is meant to demonstrate your own independent thinking.

Question 241

The essay- the introduction

Answer 241

Include your own interpretation of the question and outline how you intent to approach this question.

Indicate the scope of your essay and which areas of knowledge or ways of knowing you will consider.

You can include tour thesis statement in your introduction or conclusion.

Your first sentence needs to catch the reader’s attention. It needs to reflect the fact that you have already thought long and hard about this question for yourself and you want to begin with something that reflects tour thinking.

Avoid beginnings with dictionary definitions, which make boring openings.

You can begin with a clearly worded statement that forms the first of your original thoughts.

Consider saying something interesting about the issues or the perspectives you will be considering.

Question 242

The essay - paragraphs

Answer 242

Your paragraphs need to mirror your argument, so that each one follows logically on to the next.

It is a useful technique to begin each paragraph with a topic sentence that indicates the theme of your paragraph.

You can show that you are taking a new direction in your argument by using phrases that make the transitions to your reader.

Question 243

The essay - style

Answer 243

Think carefully about your use of ‘I’ and ‘we’. In TOK it can be appropriate to make use of the first person and mention ‘I’ and ‘we’ to distinguish between personal and shared knowledge.

An alternative approach is to mention ‘I’ only in the conclusion when you are drawing the strands of your argument together.

Question 244

Referencing

Answer 244

You need to cite any written or visual sources that you use.

The IB does not specify one way of doing this. A standard way is to add footnotes/endnotes or a list of references that are cited in the text.

In you bibliography set out any books or articles you have used following a consistent and convenient method, for example, author, title of source, publisher, date, with relevant page number if appropriate.

Make a clear distinction between your own ideas and those of other people.

Paraphrase: acknowledge the author and express the gist of their claims in your own words.

Use quotations: you can quote other people’s ideas by putting text in single or double quotation marks. The reference in brackets is a way of indicating a book mentioned in bibliography.

Question 245

The essay-conclusion

Answer 245

Your conclusion needs to do two things: give both a summary and an evaluation.

Make sure you have answered the question directly. Check that your conclusion is consistent with what you have argued in the essay.

End with a view that points forward to an evaluation of your own argument and any further knowledge questions that lie outside the scope of your essay.

Question 246

Decoding TOK assessment - The presentation

Answer 246

The presentation at the end of the TOK will be formally assessed.

It is assessed by the TOK teacher. This task is a summative assessment.

The point of this presentation is to make links between the abstract world of critical thinking and ordinary every day situations.

Mini informal presentations are useful as regular class work.

The IB specifies that the same material, whether it is the same real-life situation or knowledge question, can be assessed only once.

The presentation score makes up one-third of the total marks for the TOK.

The presentation assessed the analysis of a knowledge question that arises from a single real-life situation. In this case, the student formulates his own research question.

Question 247

Summative assessment

Answer 247

Summative assessment of learning measures learning outcomes, and your performance at the end of a topic course of study; an example would be the final IB exams in November or May.

Question 248

Formative assessment

Answer 248

Formative assessment for learning informs and shapes your learning during a topic or course of study; an example is your teacher’s feedback on a practice essay and suggestions for how you can further improve your writing skills.

Question 249

The TOK presentation

Answer 249

It is marked using a holistic approach.

The level you are awarded will be based on the overall global impression of your presentation.

The presentation will be awarded one of five levels depending on its quality.

There are 10 marks in total for the presentation and they depend on the achieves level.

The presentation can be individual or in a group of two or a maximum of three people.

Individuals have 10 minutes per student. Therefore, a pair would need 20 minutes.

Everyone in the group is awarded the same mark, so it is important that everyone does their fair share of the preparation and delivery.

The presentation could be a talk, dialogue, sketch, an interview, a debate, etc. it doesn’t have to take the form of a power point presentation.
You are not allowed to read from a script or an essay and must be delivered live to the class, it cannot be pre-recorded.

Question 250

Decoding TOK assessment - The presentation

Answer 250

The presentation at the end of the TOK will be formally assessed.

It is assessed by the TOK teacher. This task is a summative assessment.

The point of this presentation is to make links between the abstract world of critical thinking and ordinary every day situations.

Mini informal presentations are useful as regular class work.

The IB specifies that the same material, whether it is the same real-life situation or knowledge question, can be assessed only once.

The presentation score makes up one-third of the total marks for the TOK.

The presentation assessed the analysis of a knowledge question that arises from a single real-life situation. In this case, the student formulates his own research question.

Question 251

Summative assessment

Answer 251

Summative assessment of learning measures learning outcomes, and your performance at the end of a topic course of study; an example would be the final IB exams in November or May.

Question 252

Formative assessment

Answer 252

Formative assessment for learning informs and shapes your learning during a topic or course of study; an example is your teacher’s feedback on a practice essay and suggestions for how you can further improve your writing skills.

Question 253

The TOK presentation

Answer 253

It is marked using a holistic approach.

The level you are awarded will be based on the overall global impression of your presentation.

The presentation will be awarded one of five levels depending on its quality.

There are 10 marks in total for the presentation and they depend on the achieves level.

The presentation can be individual or in a group of two or a maximum of three people.

Individuals have 10 minutes per student. Therefore, a pair would need 20 minutes.

Everyone in the group is awarded the same mark, so it is important that everyone does their fair share of the preparation and delivery.

The presentation could be a talk, dialogue, sketch, an interview, a debate, etc. it doesn’t have to take the form of a power point presentation.
You are not allowed to read from a script or an essay and must be delivered live to the class, it cannot be pre-recorded.

Question 254

Decoding TOK assessment - The presentation

Answer 254

The presentation at the end of the TOK will be formally assessed.

It is assessed by the TOK teacher. This task is a summative assessment.

The point of this presentation is to make links between the abstract world of critical thinking and ordinary every day situations.

Mini informal presentations are useful as regular class work.

The IB specifies that the same material, whether it is the same real-life situation or knowledge question, can be assessed only once.

The presentation score makes up one-third of the total marks for the TOK.

The presentation assessed the analysis of a knowledge question that arises from a single real-life situation. In this case, the student formulates his own research question.

Question 255

Summative assessment

Answer 255

Summative assessment of learning measures learning outcomes, and your performance at the end of a topic course of study; an example would be the final IB exams in November or May.

Question 256

Formative assessment

Answer 256

Formative assessment for learning informs and shapes your learning during a topic or course of study; an example is your teacher’s feedback on a practice essay and suggestions for how you can further improve your writing skills.

Question 257

The TOK presentation

Answer 257

It is marked using a holistic approach.

The level you are awarded will be based on the overall global impression of your presentation.

The presentation will be awarded one of five levels depending on its quality.

There are 10 marks in total for the presentation and they depend on the achieves level.

The presentation can be individual or in a group of two or a maximum of three people.

Individuals have 10 minutes per student. Therefore, a pair would need 20 minutes.

Everyone in the group is awarded the same mark, so it is important that everyone does their fair share of the preparation and delivery.

The presentation could be a talk, dialogue, sketch, an interview, a debate, etc. it doesn’t have to take the form of a power point presentation.
You are not allowed to read from a script or an essay and must be delivered live to the class, it cannot be pre-recorded.

Question 258

Decoding TOK assessment - The presentation

Answer 258

The presentation at the end of the TOK will be formally assessed.

It is assessed by the TOK teacher. This task is a summative assessment.

The point of this presentation is to make links between the abstract world of critical thinking and ordinary every day situations.

Mini informal presentations are useful as regular class work.

The IB specifies that the same material, whether it is the same real-life situation or knowledge question, can be assessed only once.

The presentation score makes up one-third of the total marks for the TOK.

The presentation assessed the analysis of a knowledge question that arises from a single real-life situation. In this case, the student formulates his own research question.

Question 259

Summative assessment

Answer 259

Summative assessment of learning measures learning outcomes, and your performance at the end of a topic course of study; an example would be the final IB exams in November or May.

Question 260

Formative assessment

Answer 260

Formative assessment for learning informs and shapes your learning during a topic or course of study; an example is your teacher’s feedback on a practice essay and suggestions for how you can further improve your writing skills.

Question 261

The TOK presentation

Answer 261

It is marked using a holistic approach.

The level you are awarded will be based on the overall global impression of your presentation.

The presentation will be awarded one of five levels depending on its quality.

There are 10 marks in total for the presentation and they depend on the achieves level.

The presentation can be individual or in a group of two or a maximum of three people.

Individuals have 10 minutes per student. Therefore, a pair would need 20 minutes.

Everyone in the group is awarded the same mark, so it is important that everyone does their fair share of the preparation and delivery.

The presentation could be a talk, dialogue, sketch, an interview, a debate, etc. it doesn’t have to take the form of a power point presentation.
You are not allowed to read from a script or an essay and must be delivered live to the class, it cannot be pre-recorded.

Question 262

Decoding TOK assessment - The presentation

Answer 262

The presentation at the end of the TOK will be formally assessed.

It is assessed by the TOK teacher. This task is a summative assessment.

The point of this presentation is to make links between the abstract world of critical thinking and ordinary every day situations.

Mini informal presentations are useful as regular class work.

The IB specifies that the same material, whether it is the same real-life situation or knowledge question, can be assessed only once.

The presentation score makes up one-third of the total marks for the TOK.

The presentation assessed the analysis of a knowledge question that arises from a single real-life situation. In this case, the student formulates his own research question.

Question 263

Summative assessment

Answer 263

Summative assessment of learning measures learning outcomes, and your performance at the end of a topic course of study; an example would be the final IB exams in November or May.

Question 264

Formative assessment

Answer 264

Formative assessment for learning informs and shapes your learning during a topic or course of study; an example is your teacher’s feedback on a practice essay and suggestions for how you can further improve your writing skills.

Question 265

The TOK presentation

Answer 265

It is marked using a holistic approach.

The level you are awarded will be based on the overall global impression of your presentation.

The presentation will be awarded one of five levels depending on its quality.

There are 10 marks in total for the presentation and they depend on the achieves level.

The presentation can be individual or in a group of two or a maximum of three people.

Individuals have 10 minutes per student. Therefore, a pair would need 20 minutes.

Everyone in the group is awarded the same mark, so it is important that everyone does their fair share of the preparation and delivery.

The presentation could be a talk, dialogue, sketch, an interview, a debate, etc. it doesn’t have to take the form of a power point presentation.
You are not allowed to read from a script or an essay and must be delivered live to the class, it cannot be pre-recorded.

Question 266

Decoding TOK assessment - The presentation

Answer 266

The presentation at the end of the TOK will be formally assessed.

It is assessed by the TOK teacher. This task is a summative assessment.

The point of this presentation is to make links between the abstract world of critical thinking and ordinary every day situations.

Mini informal presentations are useful as regular class work.

The IB specifies that the same material, whether it is the same real-life situation or knowledge question, can be assessed only once.

The presentation score makes up one-third of the total marks for the TOK.

The presentation assessed the analysis of a knowledge question that arises from a single real-life situation. In this case, the student formulates his own research question.

Question 267

Summative assessment

Answer 267

Summative assessment of learning measures learning outcomes, and your performance at the end of a topic course of study; an example would be the final IB exams in November or May.

Question 268

Formative assessment

Answer 268

Formative assessment for learning informs and shapes your learning during a topic or course of study; an example is your teacher’s feedback on a practice essay and suggestions for how you can further improve your writing skills.

Question 269

The TOK presentation

Answer 269

It is marked using a holistic approach.

The level you are awarded will be based on the overall global impression of your presentation.

The presentation will be awarded one of five levels depending on its quality.

There are 10 marks in total for the presentation and they depend on the achieves level.

The presentation can be individual or in a group of two or a maximum of three people.

Individuals have 10 minutes per student. Therefore, a pair would need 20 minutes.

Everyone in the group is awarded the same mark, so it is important that everyone does their fair share of the preparation and delivery.

The presentation could be a talk, dialogue, sketch, an interview, a debate, etc. it doesn’t have to take the form of a power point presentation.
You are not allowed to read from a script or an essay and must be delivered live to the class, it cannot be pre-recorded.

Question 270

Decoding TOK assessment - The presentation

Answer 270

The presentation at the end of the TOK will be formally assessed.

It is assessed by the TOK teacher. This task is a summative assessment.

The point of this presentation is to make links between the abstract world of critical thinking and ordinary every day situations.

Mini informal presentations are useful as regular class work.

The IB specifies that the same material, whether it is the same real-life situation or knowledge question, can be assessed only once.

The presentation score makes up one-third of the total marks for the TOK.

The presentation assessed the analysis of a knowledge question that arises from a single real-life situation. In this case, the student formulates his own research question.

Question 271

Summative assessment

Answer 271

Summative assessment of learning measures learning outcomes, and your performance at the end of a topic course of study; an example would be the final IB exams in November or May.

Question 272

Formative assessment

Answer 272

Formative assessment for learning informs and shapes your learning during a topic or course of study; an example is your teacher’s feedback on a practice essay and suggestions for how you can further improve your writing skills.

Question 273

The TOK presentation

Answer 273

It is marked using a holistic approach.

The level you are awarded will be based on the overall global impression of your presentation.

The presentation will be awarded one of five levels depending on its quality.

There are 10 marks in total for the presentation and they depend on the achieves level.

The presentation can be individual or in a group of two or a maximum of three people.

Individuals have 10 minutes per student. Therefore, a pair would need 20 minutes.

Everyone in the group is awarded the same mark, so it is important that everyone does their fair share of the preparation and delivery.

The presentation could be a talk, dialogue, sketch, an interview, a debate, etc. it doesn’t have to take the form of a power point presentation.
You are not allowed to read from a script or an essay and must be delivered live to the class, it cannot be pre-recorded.

Question 274

The TOK presentation II

Answer 274

It is a requirement that before the presentation you fill out a form, the IB ‘presentation planning document’ TK/PPD Form (presentation and may king form).

This is a two-sided form with questions and you complete your response to the questions using no more than 500 words in 12 point font.

This form is submitted to the teacher before the presentation and the teacher will add comments.

The presentation and the form are internally assessed.

Schools will standardize their own internal marking, and you might be externally moderated.

The teacher will watch the presentation and award a mark against the holistic criteria. Afterwards you will be required to Mark your own work, but this does not affect the teacher’s mark.

Review the examiners’ report at the end of every examination session which comment on candidates’ work and offers advice for future candidates. Additionally, review the subject guide.

In the presentation you are expected to apply TOK to a real-life situation. One way of doing this is to look for TOK in every day life.

With your presentation, you are allowed to have up to three meetings with your teacher in which you can discuss the real-life situation, the knowledge question and the structure of your presentation.

Question 275

Key features of the presentation

Answer 275

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 276

Key features of the presentation

Answer 276

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 277

Key features of the presentation

Answer 277

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 278

Key features of the presentation

Answer 278

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 279

Key features of the presentation

Answer 279

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 280

Key features of the presentation

Answer 280

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 281

Key features of the presentation

Answer 281

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 282

Key features of the presentation

Answer 282

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 283

Key features of the presentation

Answer 283

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 284

Key features of the presentation

Answer 284

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 285

Key features of the presentation

Answer 285

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 286

Key features of the presentation

Answer 286

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 287

Key features of the presentation

Answer 287

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 288

Key features of the presentation

Answer 288

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 289

Key features of the presentation

Answer 289

The presentation is:
An assessment of how well you can apply TOK concepts to ordinary real-life situations.

An enquirer or investigation into a knowledge question.

Based on your own well-formulated knowledge question that arises naturally from a real-life situation.

An analysis of the knowledge question using convincing arguments and examples.

A consideration of different perspectives on a knowledge question.

A consideration of the implication of the analysis for the real-life situation and other related situations.

Question 290

Real life situations and knowledge questions

Answer 290

The real life situation is the starting point for your presentation.

A real life situation can be any specific situation that has made you think about knowing or knowledge.

The situation can be relevant to your local community or your school or relevant nationally or internationally. It might be based on a subject-specific issue.

The six IB subjects are also a source of real-life situations for presentations.

If you choose a national or international issue this is a chance to think about the role of shared knowledge in international communities.

You might choose from one of these three areas:

1. School issues.
2. National or international issues.
3. Subject-specific issues.

For the TOK presentation you come up with tour own knowledge question. This knowledge question does not mention the real-life situation.

When you generate your knowledge question, use TOK vocabulary that belongs to the real-life situation.

Question 291

TOK vocabulary and knowledge question

Answer 291

Your knowledge question and it’s analysis needs to be phrased in TOK vocabulary.

TOK vocabulary refers to the terms and concepts that are specific to unpacking areas of knowledge and ways of knowing.

It is important to phrase your knowledge question precisely. Once you have phrased your knowledge question well, you can then set about planning how you will present your analysis of it.

A knowledge question is always about knowledge, is open and general. It should use TOK vocabulary related to the real-life situation.

Question 292

Real-life situations

Answer 292

Uses vocabulary and can be about any situation, school or community issues, national or international issues or subject-specific issue.

Question 293

Subject-specific question

Answer 293

Uses the vocabulary of a particular subject or area of knowledge and is a question that arises in a specific IB subject.

Question 294

Knowledge question

Answer 294

Uses TOK vocabulary, is open-ended, comparative and is a question about knowing or knowledge.

Question 295

Applying TOK concepts thinking

Answer 295

The features of good analysis are common to presentations and essays.

The emphasis in a presentation is on the quality of analysis. There are no marks for communicating information or giving description.

Use description concisely to support your insightful analysis. Analysis is key.

Development and progression involves applying the following to your knowledge question: TOK concepts, arguments, examples, perspectives and related knowledge questions.

The insight and conclusions reached are applied back to the original real-life situation and other situations.

Select some TOK ideas and concepts to address in your presentation, for example identify assumptions and fallacies and consider their implications.

You are required to identify, explore and evaluate different perspectives on your knowledge question. Think about how your knowledge question can be approached from different perspectives.

Take an analytical approach and weigh up the strengths and weaknesses of viewpoints. The key is to use your own judgement and discernment.

Question 296

Assumption and fallacies.

Answer 296

Something that is supposed, presumes or taken for granted; an assumption can be hidden and implicit or more obvious and explicit.

Fallacies are mistakes in reasoning.

Examples of assumptions and fallacies include hasty generalizations (making a big claim that is not easily supported); ad hominem (supporting or attacking the person rather than their argument), post hoc ergo propter hoc (assuming there is a causal relationship between two things when there is only a correlation).

Question 297

Applying your conclusion ‘back’ to your real-life situation

Answer 297

Your insights and conclusions can be applied to your original real-life situation.

Revisit your initial real-life situation and consider how you think about it differently now.

Question 298

Applying your conclusion ‘forward’ to other real- life situations.

Answer 298

Your insights and conclusions can be applied forward to other real-life situations.

How might your conclusion affect the way you think about these other real-life situations?

You can also take your insights and conclusions and apply them forward to other parts of the TOK diagram.

Question 299

Delivery and structuring your ideas.

Answer 299

As you cannot read from a script, it is important to develop your own way of prompting yourself and remembering the next idea. You can use flash card for this.

You are delivering the presentation and you cannot rely on the class to chip in or respond.

It would be a weak and inappropriate approach to pose the knowledge question and then invite the class to say what they think and stand back. This would not count as an acceptable presentation.

There is a time for questions at the end but you will not be assessed on your ability to field questions afterwards.

Make full and effective use of the time available to you.

You are not being assessed on your public speaking skills.

During the presentation, make eye contact with the group, avoid talking to the slides, vary your tone of voice, be aware of your body language and hand gestures. Don’t be afraid to puse when necessary.

Have plenty of rehearsals until you feel confident.

Question 300

Delivery and structuring your ideas-clarity

Answer 300

There are no marks for fluency, which is reassuring if you give the presentation Olin your second language.

Aim to communicate clearly so that tour audience understands you. Speak clearly. Pause when you need to and vary the tone of your voice to avoid speaking in a monotone.

To avoid nerves:
Breath slowly and deeply, steady breathing helps tour body to relax and calms your mind.
Have some water with you.
Visualize holding hands with someone you trust.
Try to enjoy what you are doing, stay relaxed and calm. Build your confidence by taking opportunities for smaller mini-presentations during the course.

Question 301

Delivery and structuring your ideas-structure

Answer 301

Present your ideas in a clear sequence.

Begin with the real-life situation and knowledge question.

For an individual presentation, aim to find around four to six analytical points to explore. Use each point in turn to develop your argument.

One technique is to state your point, explain it, give an example, consider it from another perspective, teach a tentative conclusion and then apply it back to the real-life situation.

Question 302

Delivery and structuring your ideas-the introduction

Answer 302

It is important to get the audience’s attention from the start.

A suitable introduction would be to outline your real-life situation and state the knowledge questions you have extracted from it and explain the connection between the two.

Start with an image, clip, an image, read aloud an extract from a newspaper, you could use a visual aid, you could also use a power point to describe your real-life situation and state the knowledge question.

When you mention your knowledge question, it helps to pause; particularly if you have long knowledge question, make sure that your audience has enough time to make a note of it mentally or on paper. Your class might be writing notes.

You could also begin with a sketch or a dialogue that you perform.

Question 303

Applying your conclusion ‘back’ to your real-life situation

Answer 303

Your insights and conclusions can be applied to your original real-life situation.

Revisit your initial real-life situation and consider how you think about it differently now.

Question 304

Applying your conclusion ‘forward’ to other real- life situations.

Answer 304

Your insights and conclusions can be applied forward to other real-life situations.

How might your conclusion affect the way you think about these other real-life situations?

You can also take your insights and conclusions and apply them forward to other parts of the TOK diagram.

Question 305

Delivery and structuring your ideas.

Answer 305

As you cannot read from a script, it is important to develop your own way of prompting yourself and remembering the next idea. You can use flash card for this.

You are delivering the presentation and you cannot rely on the class to chip in or respond.

It would be a weak and inappropriate approach to pose the knowledge question and then invite the class to say what they think and stand back. This would not count as an acceptable presentation.

There is a time for questions at the end but you will not be assessed on your ability to field questions afterwards.

Make full and effective use of the time available to you.

You are not being assessed on your public speaking skills.

During the presentation, make eye contact with the group, avoid talking to the slides, vary your tone of voice, be aware of your body language and hand gestures. Don’t be afraid to puse when necessary.

Have plenty of rehearsals until you feel confident.

Question 306

Delivery and structuring your ideas-clarity

Answer 306

There are no marks for fluency, which is reassuring if you give the presentation Olin your second language.

Aim to communicate clearly so that tour audience understands you. Speak clearly. Pause when you need to and vary the tone of your voice to avoid speaking in a monotone.

To avoid nerves:
Breath slowly and deeply, steady breathing helps tour body to relax and calms your mind.
Have some water with you.
Visualize holding hands with someone you trust.
Try to enjoy what you are doing, stay relaxed and calm. Build your confidence by taking opportunities for smaller mini-presentations during the course.

Question 307

Delivery and structuring your ideas-structure

Answer 307

Present your ideas in a clear sequence.

Begin with the real-life situation and knowledge question.

For an individual presentation, aim to find around four to six analytical points to explore. Use each point in turn to develop your argument.

One technique is to state your point, explain it, give an example, consider it from another perspective, teach a tentative conclusion and then apply it back to the real-life situation.

Question 308

Delivery and structuring your ideas-the introduction

Answer 308

It is important to get the audience’s attention from the start.

A suitable introduction would be to outline your real-life situation and state the knowledge questions you have extracted from it and explain the connection between the two.

Start with an image, clip, an image, read aloud an extract from a newspaper, you could use a visual aid, you could also use a power point to describe your real-life situation and state the knowledge question.

When you mention your knowledge question, it helps to pause; particularly if you have long knowledge question, make sure that your audience has enough time to make a note of it mentally or on paper. Your class might be writing notes.

You could also begin with a sketch or a dialogue that you perform.

Question 309

Applying your conclusion ‘back’ to your real-life situation

Answer 309

Your insights and conclusions can be applied to your original real-life situation.

Revisit your initial real-life situation and consider how you think about it differently now.

Question 310

Applying your conclusion ‘forward’ to other real- life situations.

Answer 310

Your insights and conclusions can be applied forward to other real-life situations.

How might your conclusion affect the way you think about these other real-life situations?

You can also take your insights and conclusions and apply them forward to other parts of the TOK diagram.

Question 311

Delivery and structuring your ideas.

Answer 311

As you cannot read from a script, it is important to develop your own way of prompting yourself and remembering the next idea. You can use flash card for this.

You are delivering the presentation and you cannot rely on the class to chip in or respond.

It would be a weak and inappropriate approach to pose the knowledge question and then invite the class to say what they think and stand back. This would not count as an acceptable presentation.

There is a time for questions at the end but you will not be assessed on your ability to field questions afterwards.

Make full and effective use of the time available to you.

You are not being assessed on your public speaking skills.

During the presentation, make eye contact with the group, avoid talking to the slides, vary your tone of voice, be aware of your body language and hand gestures. Don’t be afraid to puse when necessary.

Have plenty of rehearsals until you feel confident.

Question 312

Delivery and structuring your ideas-clarity

Answer 312

There are no marks for fluency, which is reassuring if you give the presentation In your second language.

Aim to communicate clearly so that tour audience understands you. Speak clearly. Pause when you need to and vary the tone of your voice to avoid speaking in a monotone.

To avoid nerves:
Breath slowly and deeply, steady breathing helps tour body to relax and calms your mind.
Have some water with you.
Visualize holding hands with someone you trust.
Try to enjoy what you are doing, stay relaxed and calm. Build your confidence by taking opportunities for smaller mini-presentations during the course.

Question 313

Delivery and structuring your ideas-structure

Answer 313

Present your ideas in a clear sequence.

Begin with the real-life situation and knowledge question.

For an individual presentation, aim to find around four to six analytical points to explore. Use each point in turn to develop your argument.

One technique is to state your point, explain it, give an example, consider it from another perspective, teach a tentative conclusion and then apply it back to the real-life situation.

Question 314

Delivery and structuring your ideas-the introduction

Answer 314

It is important to get the audience’s attention from the start.

A suitable introduction would be to outline your real-life situation and state the knowledge questions you have extracted from it and explain the connection between the two.

Start with an image, clip, an image, read aloud an extract from a newspaper, you could use a visual aid, you could also use a power point to describe your real-life situation and state the knowledge question.

When you mention your knowledge question, it helps to pause; particularly if you have long knowledge question, make sure that your audience has enough time to make a note of it mentally or on paper. Your class might be writing notes.

You could also begin with a sketch or a dialogue that you perform.

Question 315

Delivery and structuring your ideas-originality.

Answer 315

Taking an original, personal and analytical approach is recommended.

Including a debate in your presentation is one possible approach. If you are presenting in a pair, you can take your knowledge question and script a debate or dialogue, with one of you proposing one position or side to the knowledge question (argument for) and other student in the pair putting the other position or side (argument against).

Performing your debate would be a way of presenting the argument in an engaging way.

You could develop your analysis further by presenting a critical commentary on your debate; step back and revisit certain arguments, weighing up their relative merits.

In your critical commentary you could identify any assumptions made in the different argument a and their implications.

This approach can help you analyze and get ‘under the skin’ of the knowledge question while moving away from a descriptive approach.

Another idea is to present an interview with pre-prepared questions and answers.

You could comment critically on the questions and answers given.

You could also include some drama and sketch, or act something out.

The presentation is open to creativity so you don’t have a mechanical or predictable approach. Think about how to get your points across in a way that is thoughtful, engaging and inspired.

Question 316

Delivery and structuring your ideas-guidance from your teacher.

Answer 316

You are allowed to have one or two planning meeting with your teacher.

Their role is to support you and help you plan the presentation. You need to agree on a time to deliver the presentation.

You are allowed to arrange a third meeting closer to your presentation time.

Question 317

Delivery and structuring your ideas-planning and practice.

Answer 317

You will need to plan what you are going to say and how you are going to say it.

You need a clear structure.

Decide on the division of work if you are working in pairs.

It is worth practicing your presentation many times until you feel confident.

Question 318

Delivery and structuring your ideas-use of slides and visual material.

Answer 318

The slides are not the presentation, you are!

Uses of slides:
Prompt of what you will say.
As a summary of key points.

Do not make slides with lots of texts, make effective use of images and pictures.

Avoid reading whole chunks of text from projected slides as you are not allowed to do this.

Question 319

Delivery and structuring your ideas-examples, quotations and film clips.

Answer 319

If you use a film or clip use it effectively, for example to make an analytical point. Tour analysis of the Clío are important.

The knower’s perspective involves drawing on tour own personal experience and examples. Use original and personal examples that are based on your own experience. This will make your perspective and voice clear.

Making analytical points is clear.

Question 320

Delivery and structuring your ideas-handling opposing and different viewpoints.

Answer 320

A good presentation will examine the knowledge question in the light of different perspectives.

Use examples to support analysis, and use fresh, personal examples from your own learning experience.

You can write and perform a pre-prepared dialogue to present different viewpoints. This is an effective way to get a sense of the different positions you could adopt.

You could make a slide for each position with clear text that outlines each position. You could then talk about the slide, explain your point and give a sense of the relative merits of each position.

Question 321

Delivery and structuring your ideas-guidance from your teacher.

Answer 321

You are allowed to have one or two planning meeting with your teacher.

Their role is to support you and help you plan the presentation. You need to agree on a time to deliver the presentation.

You are allowed to arrange a third meeting closer to your presentation time.

Question 322

Delivery and structuring your ideas-planning and practice.

Answer 322

You will need to plan what you are going to say and how you are going to say it.

You need a clear structure.

Decide on the division of work if you are working in pairs.

It is worth practicing your presentation many times until you feel confident.

Question 323

Delivery and structuring your ideas-use of slides and visual material.

Answer 323

The slides are not the presentation, you are!

Uses of slides:
Prompt of what you will say.
As a summary of key points.

Do not make slides with lots of texts, make effective use of images and pictures.

Avoid reading whole chunks of text from projected slides as you are not allowed to do this.

Question 324

Delivery and structuring your ideas-examples, quotations and film clips.

Answer 324

If you use a film or clip use it effectively, for example to make an analytical point. Tour analysis of the Clío are important.

The knower’s perspective involves drawing on tour own personal experience and examples. Use original and personal examples that are based on your own experience. This will make your perspective and voice clear.

Making analytical points is clear.

Question 325

Delivery and structuring your ideas-handling opposing and different viewpoints.

Answer 325

A good presentation will examine the knowledge question in the light of different perspectives.

Use examples to support analysis, and use fresh, personal examples from your own learning experience.

You can write and perform a pre-prepared dialogue to present different viewpoints. This is an effective way to get a sense of the different positions you could adopt.

You could make a slide for each position with clear text that outlines each position. You could then talk about the slide, explain your point and give a sense of the relative merits of each position.

If you are handling different views, remember to arrive at a conclusion, even if it’s a tentative one. Aim to get your points across clearly, making sure that you avoid the pitfalls of presenting a mash of ideas without clear conclusion.

Avoid a lazy relativism that goes along the lines of: ‘here are the three different views which are all equally improbable; I’ll leave it up to my audience to make up their own minds.’

Question 326

Delivery and structuring your ideas-handling implications.

Answer 326

Avoid the pitfalls of stating your conclusion at the end and leaving it there.

Towards the end of your presentation it is important to think through the implications that your argument has.

Apply your conclusion back to your real-life situation and forward to other real-life situations.

Considering implications involves thinking through the logical conclusion of a knowledge claim or an argument. It involves asking: what next, or what follows?

Question 327

Delivery and structuring your ideas-the conclusion

Answer 327

Towards the end of your presentation, give a brief summary of the main points and then return to your real-life situation and apply tour insights and conclusion back to it.

You will also identify related real-life situations and again apply your insights and conclusions to those situations.

In your conclusion you need to step back from your own perspective and grasp the implications of what you are saying.

End with a forward-looking view. How might you think differently now as a result of your critical thinking? Are there unresolved questions or new knowledge questions that have arisen?

Question 328

What the presentation is

Answer 328

A summative of yours learning and a formative part of the TOK course for your class.

Part of your own intellectual journey.

Approached from your own knower’s perspective and experience.

A dialogue that makes connections between the real world and the world of TOK thinking.

Your delivery of a presentation with planned content that you deliver individually or in a pair or group of three.

A presentation spoken live to the group.

Question 329

What the presentation is not

Answer 329

A test.

A presentation of research or information.

Exclusively about key thinkers or philosophers.

A description or report on an interesting topic.

A question posed to the class for them to discuss and have an open dialogue with you.

Read from an essay or pre-recorded and the film shown to the class.

Question 330

Delivery and structuring your ideas-handling implications.

Answer 330

Avoid the pitfalls of stating your conclusion at the end and leaving it there.

Towards the end of your presentation it is important to think through the implications that your argument has.

Apply your conclusion back to your real-life situation and forward to other real-life situations.

Considering implications involves thinking through the logical conclusion of a knowledge claim or an argument. It involves asking: what next, or what follows?

Question 331

Delivery and structuring your ideas-the conclusion

Answer 331

Towards the end of your presentation, give a brief summary of the main points and then return to your real-life situation and apply tour insights and conclusion back to it.

You will also identify related real-life situations and again apply your insights and conclusions to those situations.

In your conclusion you need to step back from your own perspective and grasp the implications of what you are saying.

End with a forward-looking view. How might you think differently now as a result of your critical thinking? Are there unresolved questions or new knowledge questions that have arisen?

Question 332

What the presentation is

Answer 332

A summative of yours learning and a formative part of the TOK course for your class.

Part of your own intellectual journey.

Approached from your own knower’s perspective and experience.

A dialogue that makes connections between the real world and the world of TOK thinking.

Your delivery of a presentation with planned content that you deliver individually or in a pair or group of three.

A presentation spoken live to the group.

Question 333

What the presentation is not

Answer 333

A test.

A presentation of research or information.

Exclusively about key thinkers or philosophers.

A description or report on an interesting topic.

A question posed to the class for them to discuss and have an open dialogue with you.

Read from an essay or pre-recorded and the film shown to the class.

Question 334

Delivery and structuring your ideas-handling implications.

Answer 334

Avoid the pitfalls of stating your conclusion at the end and leaving it there.

Towards the end of your presentation it is important to think through the implications that your argument has.

Apply your conclusion back to your real-life situation and forward to other real-life situations.

Considering implications involves thinking through the logical conclusion of a knowledge claim or an argument. It involves asking: what next, or what follows?

Question 335

Delivery and structuring your ideas-the conclusion

Answer 335

Towards the end of your presentation, give a brief summary of the main points and then return to your real-life situation and apply tour insights and conclusion back to it.

You will also identify related real-life situations and again apply your insights and conclusions to those situations.

In your conclusion you need to step back from your own perspective and grasp the implications of what you are saying.

End with a forward-looking view. How might you think differently now as a result of your critical thinking? Are there unresolved questions or new knowledge questions that have arisen?

Question 336

What the presentation is

Answer 336

A summative of yours learning and a formative part of the TOK course for your class.

Part of your own intellectual journey.

Approached from your own knower’s perspective and experience.

A dialogue that makes connections between the real world and the world of TOK thinking.

Your delivery of a presentation with planned content that you deliver individually or in a pair or group of three.

A presentation spoken live to the group.

Question 337

What the presentation is not

Answer 337

A test.

A presentation of research or information.

Exclusively about key thinkers or philosophers.

A description or report on an interesting topic.

A question posed to the class for them to discuss and have an open dialogue with you.

Read from an essay or pre-recorded and the film shown to the class.