(by Eileen Dombrowski, from OUP blog) “In the moral domain…empathy leads us astray,” argues Paul Bloom, professor of psychology at Yale University. “We are much better off if we give up on empathy and become rational deliberators motivated by compassion and care for others.” Bloom adopts a provocative stance to focus attention on what we in IB Theory of Knowledge would call “ways of knowing”, and ties emotion, imagination, and reason to ethics as an area of knowledge. Continue reading
Dombrowski, Rotenberg, Bick. Theory of Knowledge IB Course Companion. Oxford University Press, 2013.
- analysis arts cause classification cognitive bias concepts/language confirmation bias critical thinking definitions emotion ethics evidence faith fallacies history human sciences imagination implications indigenous knowledge intuition knowing how knowledge claims knowledge questions language literature mathematics memory methodology natural sciences personal knowledge perspectives psychology reason sense perception shared knowledge sources statistics symbolic representation truth ways of knowing
Dombrowski, Rotenberg, Bick. TOK Spanish translation. Teoría del Conocimiento, Libro del Alumno. Oxford University Press, 2015.
- AGAINST empathy? Really?
- Media literacy for TOK?
- “Therapy wars” and the human sciences
- “Comfort” and discomfort: history and the shadows of the past
- Download TOK resource: 2016 TOK blog posts
- Film sound and the beautiful lie
- Is mathematics a gateway to empathy?
- Oh, that air of authority!
- Thinking beyond the knowledge bubbles
- Is Palestine on the map?
- Fear: biological, emotional, or conceptual?
- “I’m entitled to my opinion.”
- Creativity: arts and sciences
- Where do fresh ideas come from?
- Is that woman really a man? Tidy categories, messy world
- Burkini controversy: TOK activity in analyzing perspectives
- Small biases, large consequences: an interactive online game on diversity or segregation
- The book, the blog, the facebook page: different roles to support IB Theory of Knowledge
- Getting it wrong, getting it right, and generating knowledge questions: “The Forgotten History of Autism”.
- “Bomb detector”: knowledge goes horribly wrong
- Indigenous memory codes, the wisdom of crowds, and other summer listening
- TOK and zombies
- The Beach Beast: perceiving pattern, playfully
- “Genocide”: what we call things MATTERS
- Beasts, whirligigs, and raindrops: engineering, art, and the play of the imagination
- “Untranslatable”: some goodies for your collection
- “Who’s an Indian now?”: concept, definition, and significant ruling
- “Natural selection” and the early career of a metaphor
- Conspiracy theories, intuitions and critical thinking: Part 2
- Mathematics teachers “highly calculating”, dangerous
- Conspiracy theories, intuitions and critical thinking: Part 1
- Perspectives and manipulation: 6 photographers and a single subject
- Clever cons and TOK 4: On guard against scams!
- Clever cons and TOK 3: Is critical thinking utterly futile?
- Clever cons and TOK 2: What does storytelling do to knowledge?
- Clever cons and TOK 1: Does it matter to tell the truth?
- Orange cone dress protests pollution: art engages with the world
- The human beings behind knowledge: some resources for Indigenous Knowledge
- Where next for TOK?: reflections on curriculum review
- “Real Scientific Literacy” for TOK
the essential question of knowledgeThe question “How do we know?” drives inquiry. When we ask it with the stress on the last word – know — it opens up overview questions on the very nature of knowledge and the forms it takes. When we ask it with the stress on the first word – how? – it takes an analytical edge applied to methods of giving answers. In this blog, we follow this question — sometimes seriously, sometimes lightheartedly — through issues and stories of our day.