Tag Archives: emotion

AGAINST empathy? Really?

170213-hands(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

Burkini controversy: TOK activity in analyzing perspectives


(by Eileen Dombrowski, from OUP blog) A storm of controversy over a swimming suit? Astonishingly, it’s not even a risqué one! Women have recently been fined in France for keeping too much of their bodies covered on the beach – and towns have passed regional laws to ban the “burkini”.  The ban on this bathing costume, however, has met extensive protest. The top French administrative court has now overturned it. A cultural flashpoint hotly contested, the burkini offers an ideal class activity – not because the TOK course cares about beachwear but because the controversy provides material for students to consider the nature of symbolism and to practise their skills of analyzing perspectives in application to issues very alive in the world. Continue reading

Beasts, whirligigs, and raindrops: engineering, art, and the play of the imagination

(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:

Continue reading

Clever cons and TOK 3: Is critical thinking utterly futile?

160222 mirror(by Eileen Dombrowski, from OUP blog) Does everyone really fall for con artists? Everyone, always? That’s the subtitle of Maria Konnikova’s book: The Confidence Game: Why We Fall For It…Every Time. No, I’m not going to fall for taking a catchy title literally! But if potential victims are so very vulnerable, is it utterly futile to try to develop skills of critical thinking in our own defense? Continue reading

Clever cons and TOK 2: What does storytelling do to knowledge?

160215 scam roadsign(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

Clever cons and TOK 1: Does it matter to tell the truth?

160208 illusionist(by Eileen Dombrowski, from OUP blog) Claiming he was a surgeon, Ferdinand Waldo Demara tricked the Canadian navy into giving him a ship full of people as his patients. With no qualifications whatsoever – without so much as high school graduation – he even performed operations on his trusting patients. How could anyone be so dishonest and callous as to deceive others so flagrantly? And why would so many people fall for his impersonation? The “con artist” – the swindler who plays a “confidence game” or gains the confidence of others for his own ends – seems to awaken our emotional outrage, but also our fascination. Such reactions make stories of large scale deception enormously attractive for stimulating and focusing discussion in a Theory of Knowledge classroom. Continue reading

Orange cone dress protests pollution: art engages with the world

(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

Climate talks and IB education: What is the relationship between TOK and CAS?

151130ed_placard_opt(by Eileen Dombrowski, from OUP blog) Sunday, November 29, the day before the Paris Climate Talks begin. Today is a day of hope. Today, I finish painting my placard of a burning planet and join our local Climate March. I don’t expect to change the world: a child of my acquaintance thought my first version of the burning planet was a jellyfish with tentacles, and “march” seems too vigorous a word for the friendly straggle of neighbours wandering down the streets of little Parksville. But all of us wanted to be part of a global call to our leaders to commit to solving the problems of climate change. Continue reading

Refugees and risk: Can TOK encourage a more thoughtful approach?

(by Eileen Dombrowski, from OUP blog) In the Theory of Knowledge classroom, we can’t solve the problems of climate change, war, and terrorism. However, what we CAN do is much needed in this historical moment in the west: we can give our students a calm space to stand back from the high emotion and knee-jerk opinionating that surrounds many of them. We can encourage them to apply a more thoughtful and critical approach to how knowledge claims are made and justified, and in the process develop their thinking further for the messy world they are about to inherit. The past week in the world has given far too many examples for TOK topics, but I’ll just suggest a few that stand out for me – and then I’ll link you to an article on refugees that you’re bound to find interesting. Continue reading

“Climate Skeptic” or “Denier”: Can journalists stake neutral ground in a language war?

(by Theo Dombrowski. first published OUP blog)

151108newsglobeWords map our concepts. They affect how we think within our personal knowledge, and how we shape and exchange our shared knowledge. In any critical examination of the creation and flow of knowledge, we need to be aware of the influence of the terminology we use.  

Do you accept the knowledge claims above? If so, you are likely to be keenly interested in guidance on terminology issued to journalists by the Associated Press Stylebook editors on September 22, 2015. The editors have recommended specific language for journalists writing on climate change “ to help our reporters and editors present the news accurately, concisely and clearly”.

This AP announcement hands TOK teachers a current example for class on the relevance of language to handling concepts, and the importance of definitions and connotations in public flow of knowledge. Continue reading