Standing at the centre of the world: it’s a compelling image. But just who or what is at the “centre”, and what does planting that centre do to our knowledge? Clearly, this question of “centrism” threads through the Theory of Knowledge course, and there are plenty of good entry points to take students into discussion of its complexities. For one such entry point, I’d like to suggest using the image above, with its claim, “Whoever holds a camera stands at the centre of the world.” 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) 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
(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
(by Eileen Dombrowski, from OUP blog) Where do new ideas come from? Is it inevitable, I wonder, that in trying to talk with students about using ways of knowing creatively I’m inclined to turn to individual stories of “getting ideas”? Today I’d simply like to share two or three resources for raising discussion of creativity in class. Continue reading
(by Eileen Dombrowski, from OUP blog) On this fine day in May, most Theory of Knowledge students in the northern hemisphere are surely preoccupied with only a certain aspect of knowledge: how well they have demonstrated it, in relevant forms, on examinations. So today let me suggest that tired students deserve to be invited away from exam stress through their senses and imaginations, and through a gentle form of TOK reflection.
I’d give them no taxing questions, but instead the chance simply to watch and respond to Theo Jansen’s Sandbeasts:
(by Eileen Dombrowski, from OUP blog) At first glance, this three-minute video (6 Photographers Capture Same Person But Results Vary Widely Because of a Twist) provides a visually engaging, if rather obvious, illustration of differing perspectives at work as 6 photographers take distinctly unlike pictures of the same subject. Taken at face value, it’s an appealing resource for a TOK class on the effect of what we think (perspectives, WOK intuition/reason) on what we see (WOK sense perception) and how we represent the world (WOK language). It’s when we question the methods of the film makers, though, and the reach of their conclusions, that the video becomes richer in questions that we want to raise in Theory of Knowledge.
(by Eileen Dombrowski, from OUP blog) Stories have power. In the scams of con artists, they have the power to “get you emotionally transported enough that you stop asking questions, or at least the questions that matter.” So warns Maria Konnikova, whose recently published book The Confidence Game prompted my post last week, and this week. At the same time, however, stories have an enriching role in the creation of knowledge, not just in obvious areas such as literature and history but also in areas such as the sciences where we might not expect a narrative to carry us. What, then, is the role of storytelling in telling lies, and telling truths? Continue reading
Posted in IB Theory of Knowledge
Tagged arts, emotion, faith, history, implications, indigenous knowledge, intuition, knowledge questions, language, literature, methodology, natural sciences, reason, sense perception, shared knowledge, truth
(by Theo Dombrowski, from OUP blog) The image is striking. A woman walks through the streets of Beijing dressed in a strange gown with a long–orange–cape trailing along the ground. But wait. What is the gown made from? Well, strange to say, what at first glance might seem like ruffles, are actually plastic cones or horns.
The woman is called Kong Ning and her creation of this orange dress provides TOK teachers with a striking current story to challenge and provoke students into considering complex–and vital–ways in which the Arts function as an area of knowledge. Continue reading