(by Eileen Dombrowski, from OUP blog) At first glance, it’s a most unlikely statue to ignite a diplomatic row: a barefoot girl sits on a chair, her hands passively in her lap. Nevertheless, the placement of this gentle statue by South Korean activists in front of the Japanese consulate in Busan has set off a storm of controversy and provoked Japan to withdraw its ambassador from South Korea. But why? In Theory of Knowledge, clashing perspectives on this statue take us straight through concepts of symbolic representation and smack into history as an area of knowledge with ethical resonance.
It seems to me that this incident could be immensely useful for a TOK class. There are plenty of images online of the controversial statue, so there’s something visual to anchor abstract discussion. Moreover, students are likely to have their interest (and probably compassion) caught by the story of women forced into sexual servitude – and to grasp quickly both the desire to remember historically, and the desire to forget! The current strong feelings about the issue and how its story is told also help to raise a potent TOK question: Is history really only about the past? Continue reading
Dear TOK teachers — I’ve gathered into a single document all the posts on Theory of Knowledge from this blog during 2016, with a Table of Contents at the beginning, so that you can cruise them easily, looking for ideas for your own teaching. Please feel free to download this resource, and to use it and share it freely (with the usual conventions of acknowledgement). Our goal in this blog is to give support to teachers by supplementing your core resources with fresh ideas for teaching TOK, suggested activities for the classroom, and commentary relevant to TOK on current knowledge discoveries and events of the world as they pass. I hope that, somewhere in this document, you may find something that stimulates your own ideas.
Theo and I wish all of you a good year ahead.
(by Eileen Dombrowski) “Our brains are conditioned to embrace the lies,” Tasos Franzolas declares of the sound engineering in films. This TED video (16:33 minutes) is a winner for any TOK treatment of sense perception and interpretation, and of the fusion of technology and creativity in the arts. Continue reading
(by Eileen Dombrowski, from OUP blog) Is the study of mathematics really a gateway toward empathy? I’m not fully convinced by the argument presented by mathematician Roger Antonsen, but I like him for making it. We need all the empathy we can get in our world. Certainly, his mathematical visualizations do demonstrate the importance of mental flexibility and imagination in mathematics, and do stand metaphorically for being able to see from different points of view. And his argument leads to some interesting knowledge questions about perspectives and empathy. Continue reading
All the form without the content! I leave it to you to formulate the appropriate knowledge questions — about persuasive devices in language and body language, about apparent expertise and authority in manner, and maybe…about the role of comedy in exposing conventions (in this case, in sharing knowledge)! I’m too busy laughing! Continue reading
(by Eileen Dombrowski, from OUP blog) I’m taking a little holiday from watching the news. I do this sometimes. I turn off the volume to watch all those mouths move, then let all of the frustrated and angry people float away, sealed in their lovely bubbles. Escapism? Yes – and no. Sometimes it’s the only way to imagine myself outside my own bubble of news and views, to try to see how people get sealed off from each other in their internally coherent mini-worlds. If I quiet my own rage at the world and stop myself from yelling about “truth”, I think I can see that the people inside all the bubbles are a lot alike, and are using similar ways to create their different versions of the world. It’s those ways that grab my attention for Theory of Knowledge. The following story is likely to grab your attention as well. Continue reading
(by Eileen Dombrowski, from OUP blog) Is it surprising that in Theory of Knowledge we are drawn to an analogy between the MAPS different people have made of the world and the KNOWLEDGE they have constructed of it – with all the selection, interpretation, and representation both demand? Is it surprising that critical reading of maps needs the same recognition of perspectives that we apply to language as a way of knowing? A recent article in the Science section of The Guardian gives us a striking contemporary example of maps being used to express and support a political perspective. “The issue caught fire,” writes Petter Hellstrom, “after the Forum of Palestinian Journalists accused Google of removing Palestine from their maps.” Continue reading
(by Eileen Dombrowski) Spooky and scary: this is the time of year when many people seek out the thrill of being afraid. Not me! I’m inclined to run away and hide! But….I’m held by curiosity. Recent psychological research makes a distinction between sense of threat as a biological reaction and fear as a concept. How does this distinction, involving TOK emotion and language, affect the methodology of study? Continue reading
(by Eileen Dombrowski, from OUP blog) “That’s what I think. And I’m entitled to my opinion.” This kind of declaration can be the end of the road for any exploration or exchange of ideas. Up goes the wall. Behind it, the speaker entrenches a view and refuses to examine it. In a course such as Theory of Knowledge where we encourage students to think about justifications for reaching conclusions and to reflect on what they think themselves, the assertion that “It’s my right to have any opinion I like” runs us smack into opposition to any thought whatsoever. Given our goals of reflection, analysis, and communication, how can we handle this barrier to thought if faced with it in class? Continue reading
(by Eileen Dombrowski, from OUP blog) As a PS to my previous post on creativity and ways of knowing, I’d like to add a short (3:44) video clip of scientist Neil de Grasse Tyson speaking of the importance of the arts. In context of defending the arts from funding cuts, his appreciation of creativity and culture, embodied in the arts, gains the energy of argument. The importance of BOTH the sciences AND the arts may be self-evident to those of us teaching TOK — as indeed to most scientists and artists. Yet the faux-competition between these two areas of knowledge is one of those zombie ideas that just….won’t….die! Continue reading