(by Eileen Dombrowski, from OUP blog) It’s not true to say that all teaching’s better with stories – but there’s enough truth in this exaggeration that I feel like saying it anyhow, and I hope that even TOK teachers will forgive me my hyperbole. Stories can catch student interest, illustrate points, and open up lots of questions. I’ve just read one I like for TOK and wanted to pass it on to you. Read it, enjoy it – and bookmark it for future use!
Before you get your hopes up for a crime drama or a racy romance, I must concede that stories useful for Theory of Knowledge rarely contain these elements – though they often do contain mesmerizing mysteries. The title of the one I suggest today invites curiosity about love and betrayal: “Why I left physics for economics”. Its subtitle piques interest in human motivation and the flight from excessive order: “I recently decided to abandon the rules that govern nature for the rules that govern people and markets: economics. Why would I do such a thing?” Continue reading
(by Eileen Dombrowski, from OUP blog) Oh no! More suggestion, in an article I’m reading, that gaining reliable knowledge from the media might be even harder than sticking to a diet! Just as we’re assaulted with tempting displays of candy and chocolate as we head for the supermarket check-out, we’re faced with screaming headlines, awful photos, and our own fear and excitement as we open the news. Alas! I’ve never been a fan of that smug term “delayed gratification”, and I’ve long felt morose about advice – getting it or giving it – to pause, and think… to counter first intuitions and impulses with the slower responses of reason. Nevertheless, a current analysis of “the terror news cycle” confronts me, yet again, with the importance of not grabbing on impulse but paying attention to what I take in. Resolution for the week: not to go instantly for the tasty or flashy. TOK teachers, beware: this is a spoiler alert! Continue reading
(by Eileen Dombrowski, from OUP blog) Which of her eager suitors will make the right guess in the gamble – and win the beautiful Portia and her fortune? Mathematician Alex Bellos gives us a new twist to a story familiar from Shakespeare’s The Merchant of Venice: a lovely and virtuous heiress is compelled by her late father’s will to marry the man who chooses, out of three caskets, the one which contains her portrait. In a Theory of Knowledge class, love, luck, literature, and logic combine in a quick class activity solving a problem – and thereby clarifying for students the process of deduction and justification through reason and language as ways of knowing. And it’s fun. Continue reading
(by Eileen Dombrowski, from OUP blog) In ethics, it’s the dilemmas that grab the headlines. They crash into the news for reasons similar to almost all news: they stand out from a norm of people muddling along in broad accord as they judge right from wrong; they sometimes pit groups of people against each other in noisy conflict; and they often have significant implications for people’s lives. Really, wouldn’t it be so much better if all dilemmas could be resolved without the conflict? Couldn’t we eliminate the messy human factor in ethics by using computer processing to help in our judgments – and wouldn’t that improve ethics as an area of knowledge? Wouldn’t we be so much better off under the guidance of MORAL ROBOTS? Well….maybe. But…no. Well, no, maybe not! Continue reading
(by Theo Dombrowski, from OUP blog) “Civilians Attacked by Chemical Weapons!” Few headlines spark as much outrage. If a TOK class engages students in the questions of knowledge connected with this kind of horrendous event, it can help them feel the importance of the intellectual tools that the course provides for probing into – and reacting to – such events.
A reflective piece in the current edition of Dispatches, a journal of Médecins sans Frontières (MSF) Canada, provides an articulate, subtle, and thoughtful focus for many such questions. (Stephen Cornish, “Red Lines”) Easily viewed online, the article is short enough to be used as the basis of a rich and far-reaching discussion. What makes the article particularly effective, too, is that it appeared shortly before the most recent use of chemical weapons in Syria, and thus concerns a whole array of questions perhaps not fully apparent in the most recent news flashes. Continue reading
(by Eileen Dombrowski, from OUP blog) Can we define and measure happiness – put statistics to an emotion? Can we rank countries of the world quantitatively for the degree to which their people are happy? The fifth annual World Happiness Report, released by the United Nations on March 20, 2017 has subject matter likely to appeal to students. For Theory of Knowledge teachers, the report gives an excellent focusing example for discussing ways of knowing and methods of research, particularly for the human sciences. Continue reading
(by Eileen Dombrowski, from OUP blog) Well, we’ve done it at last. We’ve hit the Big Time. Suddenly the topics that we chat about every day in class – such as concepts of truth and reliability, the nature of “facts”, methods of validating or rejecting knowledge claims, and the dynamic and formative role of perspectives – have come into the glaring public spotlight. Headlines blare out claims about “fake news” or “the war on truth” over British and American politics most specifically, but with fallout that rains down on us all. It’s time for us Theory of Knowledge teachers to take a bow – and then eagerly scoop up for future classes all the new and relevant resources that are being churned out so energetically in the media-sphere that surrounds us. Continue reading
(by Eileen Dombrowski, from OUP blog) How could students NOT love this 2-minute dance video? And how could you, as a TOK teacher, NOT seize the chance to ask (just a little!) about the role of the arts in knowledge? The Maritime Bhangra Group of Halifax, Nova Scotia, Canada gives a joyful lift to questions about ways of knowing and what is communicated in music and dance.
(by Eileen Dombrowski, from OUP blog) Hans Rosling, who passed away earlier this month, made numbers tell significant stories about the world. A self-proclaimed “edutainer” — educator and entertainer — Professor Rosling championed a worldview based on facts. He had a genius for revealing large patterns in human development by making people see the data on population, inequality, and global education and health. He leaves to teachers resources on numbers, facts, and large patterns that can continue to help us in our classrooms — and also leaves us, in less practical terms, the inspiration of his love of knowledge. Continue reading
(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