(by Eileen Dombrowski, from OUP blog) May in the northern hemisphere. The return of long daylight. But also IB exams. Tired students. Tired teachers. Time to take a class into the calm and beauty of pattern, with gentle TOK reflection on the deep intersections of mathematics, nature, art and technology. This year, my favourite vehicle is the animated sculpture of John Edmark, especially with the video “Creating the Never-Ending Bloom” in which the designer is commenting on his work. Continue reading
(by Eileen Dombrowski, from OUP blog) Today I offer you morsels from a book I’m reading as a delectable snack for your mind. Beautifully written, it reminds me that, in our course, we look at areas of knowledge not just for their description and analysis but also for their wonder. In many ways, I feel TOK to be a celebration of what we can know, and what we do know — almost, at times, in spite of ourselves. Let this reflection on science by Carlo Rovelli give you a bit of refreshment as you guide your students to the kind of vast overview that we aspire to take in IB Theory 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
(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:
(originally posted on my OUP TOK blog) “It was not an easy decision to share a brutal image of a drowned child,” acknowledges the Director of Emergencies of Human Rights Watch. As media around the world take this decision to share the photo, it has affected political debate on the crisis of refugees trying to enter Europe. But why? What role does such an image play in our shared knowledge? Continue reading
Today, a PS to this past week’s posts on classifying human beings. What do our categories highlight, and what do they exclude? My past two posts have used current examples from the media to raise knowledge questions about “race” and the contentious balance between biological heritage and culture or ethnicity (a balance that carries varies labeling in various contexts). Today I’d like to comment, just briefly, on another classification of human beings, one that carries enormous significance for how we live in the world Continue reading
Posted in IB Theory of Knowledge
Tagged cause, classification, concepts/language, definitions, evidence, human sciences, imagination, implications, knowledge questions, language, literature, reason
(by Eileen Dombrowski, from OSC TOK blog) Mathematician Alex Bellos was intensely irritated by the question. Was that person in the audience mocking him, or possibly ridiculing what he’d been saying about mathematics, to ask such a bizarre and irrelevant question at the end of his lecture? The audience member had asked him, as others had done before, “What’s your favourite number?” In this podcast conversation from Radiolab, Bellos describes his abrupt shift of perspective as he realizes that the questioner is asking in sincerity. Quickly, he discovers that half the members of his audience have “favourite numbers”. And so begins his own investigation into emotional and imaginative associations with numbers, and the non-rational characteristics that many people attribute to a numbering system he had previously seen exclusively in terms of reason.
(by Theo Dombrowski, OSC TOK blog July 2, 2014) “As it develops, mathematics moves both towards the abstractions of the mind, and also towards the connection with the world.” Thus begins the section on “Pure and Applied Mathematics” in the ToK Course Companion. (p. 357). The nature of the relationship between the abstract nature of mathematics and “the world” is one of several issues examined in a new book on mathematics Continue reading