Theory of Knowledge—Junior Seminar

Mr. Nelson/Mr. Robertson

2006-2007/ ACS Athens

Description of Course:

*Diploma Programme Guide: Refer to the IBO Diploma Programme Guide, “Theory of knowledge” for more information: First examinations 2008. Please note that this year’s Juniors will be the first class assessed with a new set of IB criteria aligned with a revamped curriculum. Guides from all previous years are no longer viable. All students have received this guide.

Overview of the Course:

This year-long course examines what we mean when we say "we know." It prepares students to complete the IB Theory of Knowledge requirements in their senior year.

The object of the course is not to learn "new" knowledge, but to learn to increase your understanding of what you have already learned and to help you reflect upon it. TOK attempts to unify your IB experience by helping you to see the "larger picture" of the IB curriculum.

The course succeeds when you participate actively. To participate actively, you must read and reflect carefully all outside readings and be willing to share your views openly in class. Be willing to agree and to disagree; be willing to question and to propose answers.

Course Goals:

Students will reflect critically on the problems of knowledge from their unique perspective of a “knower,” who comes to knowledge through four “ways of knowing,” including emotion, reason, perception, and language. Students will reflect on the similarities, differences, and interactions of knowledge in several areas of knowledge, including mathematics, the natural sciences, the human sciences, history, the arts, and ethics. Lastly, students will demonstrate a personal understanding of their three semesters of TOK study by producing several short and longer essays which will prepare them for their senior year, when they will submit a polished 1200-to-1600-word essay on a prescribed title of their choice and giving a 10-minute oral presentation on any TOK subject they desire, subject to approval by their teacher.

Subjects to be covered during the course:

  1. Introduction to the ways of knowing

The Knower at the center

Problems of knowledge

Identification of knowledge claims

  1. Ways of knowing:
  2. Perception
  3. Language
  4. Logic and Reason
  5. Reason
  6. Systems of knowledge (Areas of knowledge)
  7. Natural Sciences
  8. Human Sciences
  9. Art
  10. Math
  11. History
  12. Ethics
  13. Religion

Assignments:

The Theory of Knowledge course does not try to teach you new information, but rather encourages you to reconsider what you already know from new perspectives. To that end, a great emphasis is placed on your reflective writing and consistent participation in class discussions, presentations, and projects. Throughout the year, assignments will include short essays, longer essays, in-class exams, oral presentations, multi-media presentations, midterms, and final examinations.

Evaluation:

This year, your work in this course will be evaluated through essays, projects, presentations, and examinations, with the final grade reflecting in your ACS grade and accumulative GPA. Next year, your official IB mark for TOK will be determined through a combination of an essay (submitted to IB examiners for external evaluation) and a 10-minute oral presentation in the auditorium (evaluated internally by your teachers and Junior TOK students). You will keep a binder of all your written work, class notes, and class hand-outs inside the classroom. You will also maintain a writing log/journal to reflect on the connection that you make after each lesson. When you start the senior semester of TOK, you will return to your binder and journal to help complete the final TOK essay that you will submit to the IB for external assessment. The binder and journal are crucial elements in the design of this 1 ½ year course.

Your ACS Quarter and Semester Grades will be based on the following categories:

  • Writing Log/ Journal20%
  • Essays- Formal20%
  • Class Assignments20%
  • Exams20%
  • Class Participation20% (*This grade will also integrate on-line participation

through the class blog and discussion site) Rubrics attached.

Texts:

There is not a central textbook for Theory of Knowledge. Instead, the IB provides a list of recommended questions and topics for the class to explore. For our class, we will make frequent use of sections of Theory of Knowledge for the IB Diploma, by Richard van de Lagemaat, Man is the Measure by Abel, as well as texts by Woolman and Stuart. In addition, we will draw heavily from supplemental articles, and online sources for each topic. The focus for the academics in this course is more your careful reflection through discussion and writing rather than the reconstruction of the arguments of others.

IB Requirements:

This junior-year course, when taken with Theory of Knowledge—Senior Seminar, satisfies the International Baccalaureate requirement for Theory of Knowledge.

TOK Course Schedule

Semester I

Quarter 1

Sept. 7- Sept. 19Introduction to the Ways of Knowing

Sept. 20- Oct. 11Perception

Oct. 16- Oct. 31Language

Nov. 1- Nov. 2Qtr 1 Essay Due

Quarter 2

Nov. 1- Nov. 16Reason/Logic

Nov. 20- Dec. 8Emotion

Dec. 11-Jan. 12Natural Sciences

Human Sciences

Semester I ExamIn-Class Essay Exam

Semester II

Quarter 3

Jan. 29- Feb. 8Art

Feb. 12-Feb. 26Mathematics

Feb. 27- March 12History

March 13-27Ethics

March 26-27Qtr 3 Essay Due

Quarter 4

March 28-April 20Religion

April 23-May 31Synthesis Activities integrating The Ways of Knowing and The Areas of Knowledge

Applying Linking Questions: belief, certainty, culture, evidence, experience, explanation, interpretation, intuition, technology, truth and values.

Preparation for Formal Presentations/ Practice for Senior Year

June 4-20Semester II Exam: Presentations

Students must be present for all presentations.

Class Participation Rubric/ Mr. Nelson

Level / Descriptors
A+ / Student always takes a voluntary, thoughtful, and active role in his/her own learning, challenging himself/herself on a daily basis.
Through participation and inquiry, student consistently demonstrates a genuine desire to learn and share ideas with the teacher and his/her classmates.
Student initiates discussions, asks significant questions, and acts effectively as a leader, questioner, or follower in large or small groups.
Student is willing to take risks to assert an opinion and support it, and to listen actively to others. Does not to try to dominate the discussion, rather tries to engage and involve others.
Student is always prepared to contribute to the class as a result of having thoughtfully completed assignments.
Student interacts respectfully with his/her fellow classmates and teacher.
A
A-
B+ / Student consistently takes and active role in his/her own learning.
Student participates regularly in class discussions and frequently volunteers his/her ideas, asks thoughtful questions, and defends opinions.
Student listens respectfully to his/her classmates, builds upon their ideas, and utilizes insights from having completed the assignments.
The student is nearly always on task and is rarely asked to correct his/her behavior.
Student interacts respectfully with his/her fellow classmates and teacher.
B / Student often takes an active role in his/her own learning, sharing relevant ideas and asking appropriate questions.
Although reluctant to take risks, student contributes regularly to class discussions, and is more actively engaged in small groups.
Student listens respectfully to his/her classmates and is willing to share ideas as a result of having completed assignments.
Though never causing disruption to the class, the student could demonstrate increased consistency of making the most out of the class time each and every day.
Student interacts respectfully with his/her fellow classmates and teacher.
B-
C+ / Student sometimes takes an active role in his/her own learning, sharing relevant ideas and asking appropriate questions.
Although reluctant to take risks, student contributes regularly to class discussions & works well in small groups.
Student listens to his/her classmates and respects their opinions.
As a result of having completed assignments, student is prepared to answer questions when called upon.
Student may need occasional reminders to stay on task.
Student interacts respectfully with his/her fellow classmates and teacher.
C
C- / Student occasionally takes an active role in his/her own learning.
He/she participates and asks questions, but nearly only when directly called upon.
Student hesitates to share his/her ideas or to takes risks and he/she may not always listen to the opinions of others.
As a result of not fully processing assignments before class, insights are few and there is little evidence of understanding of the applied work.
Student needs to be reminded to stay on task.
Student interacts respectfully with his/her fellow.
D
0 / Student rarely takes an active role in his/her own learning.
Student often does not participate and rarely shares ideas or asks questions.
Student displays poor listening skills.
As a result of being unprepared for or disengaged from class, the student often refuses to offer ideas even when called upon.
Student is intolerant and shows disrespect for the opinions of others.

Senior Year Assessment Outline for First Examinations 2008 (Taken from the IBO Guide)

The assignments and points described below will apply toward the IB grade for TOK.

The assessment model in theory of knowledge (TOK) comprises two components, both of which should be completed within the 100 hours designated for the course.

Part1- External assessment (40 points)

Essay on a prescribed title (1,200–1,600 words)

One essay on a title chosen from a list of ten titles prescribed by the IBO for each examination session.

Part 2- Internal assessment (20 points)

The presentation (approximately 10 minutes per student)

One presentation to the class.

One written presentation planning document and presentation marking form, using the relevant form from the Vade Mecum, including:

  • the knowledge issue that is the focus of the presentation
  • a summary in note form of the knowledge issues to be treated during the presentation
  • achievement levels for each of the four assessment criteria, briefly justified, from both student and teacher.

Assessment

The diploma points matrix (Points awarded based on TOK and Extended Essay)

TOK points

Points awarded for the externally assessed component, part 1, the essay on a prescribed title (40 points), and for the internally assessed component, part 2, the presentation (20 points), are combined to give a total out of 60. The grade boundaries are then applied, to determine the band (A to E) to which the student’s performance in TOK belongs.

The band descriptors are:

  1. Work of an excellent standard
  2. Work of a good standard
  3. Work of a satisfactory standard
  4. Work of a mediocre standard
  5. Work of an elementary standard

The band descriptor is used both to determine the contribution of TOK to the overall diploma score and to provide the basis for reporting to schools on each student’s TOK performance.

TOK and the extended essay

The performance of a student in both Diploma Programme requirements, theory of knowledge and the extended essay, is determined according to the quality of the work, based on the application of the IB Diploma Programme assessment criteria. It is described by one of the band descriptors A–E. Using the two performance levels and the diploma points matrix, a maximum of three diploma points can be awarded for a student’s combined performance.

A student who, for example, writes a satisfactory extended essay and whose performance in theory of knowledge is judged to be good will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in theory of knowledge is judged to be excellent will be awarded 2 points.

A student who fails to submit a TOK essay, or who fails to make a presentation, will be awarded N for TOK, will score no points, and will not be awarded a diploma.

Performance in both theory of knowledge and the extended essay of an elementary standard is a failing condition for the award of the diploma.

Part 1- Essay on a prescribed title

A- Understanding knowledge issues

This criterion is concerned with the extent to which the essay focuses on knowledge issues relevant to the prescribed title, and with the depth and breadth of the understanding demonstrated in the essay.

A relevant knowledge issue is one that directly relates to the prescribed title undertaken, or one that the essay has shown is important in relation to it.

Depth of understanding is often indicated by drawing distinctions within ways of knowing and areas of knowledge, or by connecting several facets of knowledge issues to these.

Breadth of understanding is often indicated by making comparisons between ways of knowing and areas of knowledge. Since not all prescribed titles lend themselves to an extensive treatment of an equal range of areas of knowledge or ways of knowing, this element in the descriptors should be applied with concern for the particularity of the title.

  • Does the essay demonstrate understanding of knowledge issues that are relevant to the prescribed title?
  • Does the essay demonstrate an awareness of the connections between knowledge issues, areas of knowledge and ways of knowing?

Achievement level / Descriptor
0 / Level 1 is not achieved.
1–2 / The essay includes very little treatment of knowledge issues that are relevant to the prescribed title and demonstrates little understanding of them. If present, areas of knowledge and/or ways of knowing are merely mentioned.
3–4 / The essay includes some treatment of knowledge issues that are relevant to the prescribed title and demonstrates a rudimentary understanding of them. Some links to areas of knowledge and/or ways of knowing have been attempted but they are largely ineffective.
5–6 / For the most part the essay treats knowledge issues that are relevant to the prescribed title, and demonstrates some understanding of them. Some effective links are drawn between areas of knowledge and/or ways of knowing.
7–8 / The essay consistently maintains as its focus knowledge issues that are relevant to the prescribed title. Effective links and some comparisons between areas of knowledge and/or ways of knowing are drawn, so that the essay demonstrates a good understanding of the knowledge issues under consideration.
9–10 / The essay consistently maintains as its focus knowledge issues that are relevant to the prescribed title. Effective links and comparisons between areas of knowledge and/or ways of knowing are elaborated, so that the essay demonstrates a sophisticated understanding of the knowledge issues under consideration.
B- Knower’s perspective
  • To what extent have the knowledge issues relevant to the prescribed title been connected to the student’s own experience as a learner?
  • Does the student show an awareness of his or her own perspective as a knower in relation to other perspectives, such as those that may arise, for example, from academic and philosophical traditions, culture or position in society (gender, age, and so on)?
  • Do the examples chosen show an individual approach consciously taken by the student, rather than mere repetition of standard commonplace cases or the impersonal recounting of sources?

Achievement level / Descriptor
0 / Level 1 is not achieved.
1–2 / The essay shows no evidence of independent thinking about the knowledge issues related to the prescribed title. There is limited personal engagement with the knowledge issues and no attempt to acknowledge or explore different perspectives. There are no appropriate examples.
3–4 / The essay shows very little evidence of independent thinking about the knowledge issues related to the prescribed title. There is some personal engagement with the knowledge issues. Different perspectives may be mentioned but there is no attempt to explore them. Examples chosen are sometimes appropriate.
5–6 / The essay shows some evidence of independent thinking about the knowledge issues related to the prescribed title. The student has shaped the essay in a way that shows personal engagement with the knowledge issues. There is an awareness that different perspectives may exist, although there may be little attempt to explore these. Examples chosen are appropriate, although there may be little variety in their sources.
7–8 / The essay shows adequate evidence of independent thinking about the knowledge issues related to the prescribed title. The student has shaped the essay in a way that shows thoughtful, personal engagement with the knowledge issues and some self-awareness as a knower. There is an acknowledgment of different perspectives and some attempt to explore these. Examples chosen are effective, with some variety.
9–10 / The essay shows much evidence of independent thinking about the knowledge issues related to the prescribed title. The student has shaped the essay in a way that shows both a personal, reflective exploration of the knowledge issues and significant self-awareness as a knower. There is serious consideration of different perspectives. Examples chosen are varied and effectively used.
C- Quality of analysis of knowledge issues
  • What is the quality of the inquiry into knowledge issues?
  • Are the main points in the essay justified? Are the arguments coherent and compelling?
  • Have counterclaims been considered?
  • Are the implications and underlying assumptions of the essay’s argument identified?

This criterion is concerned only with knowledge issues that are relevant to the prescribed title. Analysis of knowledge issues that are not relevant to the prescribed title is not assessed.

Achievement level / Descriptor
0 / Level 1 is not achieved.
1–2 / There is no inquiry into knowledge issues, only description. There are very few attempts at justifying the main points of the essay. There is very little evidence of any awareness of counterclaims.
3–4 / The inquiry partly explores, but largely describes, knowledge issues. There is some justification of main points and some coherent argument. Counterclaims are implicitly identified.
5–6 / The inquiry explores knowledge issues. Most points are justified; most arguments are coherent. Some counterclaims are considered.
7–8 / The inquiry explores with some insight, in some depth and/or detail, knowledge issues. All, or nearly all, main points are justified and arguments are coherent. Counterclaims are explored. Implications of the essay’s argument are identified.
9–10 / The inquiry explores with a high degree of insight, in considerable depth and/or detail, knowledge issues. All main points are justified and arguments are coherent and compelling. Counterclaims are explored and evaluated. Implications and underlying assumptions of the essay’s argument are identified.
D- Organization of ideas
  • Is the essay well organized and relevant to the prescribed title?
  • Does the use of language assist the reader's understanding and avoid confusion? Are central terms explained or developed clearly in a way that assists comprehension?

Note: This task is not a test of “first language” linguistic skills. No account should be taken of minor errors unless they significantly impede communication.