(Eileen Dombrowski, from OUP blog) Remote or engaged? Can Theory of Knowledge have it both ways? In taking a meta-cognitive overview of knowledge, the course may appear to be cerebral and remote. But in teaching skills of thinking critically and evaluating perspectives, it is clearly engaged in life on the ground. How do we manage in TOK to maintain this double vision?
As an experienced teacher and blogger soon to retire, I’m writing today primarily to new TOK teachers, to offer some central ideas on our course before I go. Other experienced teachers who are also committed to applying the thinking skills of TOK to the world may have ideas of their own to add. Continue reading →
Posted in IB Theory of Knowledge
Tagged assumptions, classification, cognitive bias, concepts/language, confirmation bias, critical thinking, definitions, examples, implications, indigenous knowledge, intuition, knowledge claims, media, perspectives
(Eileen Dombrowski, from OUP blog) It’s easy to spark discussion in TOK when the topic is Ethics. This area of knowledge offers its own tinder, and a spark can quickly flame. But what then? How much should we fuel student engagement with the case studies or issues, and how much should we instead encourage them to take a giant step back? In treating Ethics in Theory of Knowledge, we walk the line between two extremes, excessive engagement and excessive detachment.
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