(by Theo Dombrowski) The statistics are horrifying.
Every minute, a child dies from malaria.
In 2013, 90% of the world’s malaria deaths occurred in Africa and over 430,000 African children died before their fifth birthdays.
And there are plenty more statistics where these came from:
In 2013, there were about 198 million malaria cases (with an uncertainty range of 124 million to 283 million) and an estimated 584 000 malaria deaths (with an uncertainty range of 367 000 to 755 000).
According to yet further statistics, this horrifying number is not as bad as it was just a few years earlier. Why the improvement? Mostly, it seems, from two causes: increased availability and use of both insecticides and mosquito nets over sleeping areas. Medical research still has not led to a vaccination.
Malaria research as an example for TOK class
The research and experiences of IB graduate Dr. Miles Davenport provide excellent insight into the methods currently being employed in the biological sciences to combat this huge health issue faced principally by the world’s poor.
Two aspects of current malaria research are most helpful to bring to a TOK class. The first concerns those elements absolutely basic to gaining scientific knowledge–making observations, collecting data, making assumptions, and formulating hypotheses. The second, Dr. Davenport’s specialty, is less obviously fundamental–applying mathematics.
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(by Eileen Dombrowski, from OUP blog) If you were the brontosaurus, what would you say back? The following cartoon sequence is designed for TOK to prompt examination of assumptions, emotional appeals, and fallacies of argument. Students will quickly see some real world relevance and echoes of common knowledge claims.
(by Eileen Dombrowski, from 
Activating TOK 