(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
Cunning criminality is nothing new. But the “faithful duplicity” of some recent forgeries has stunned art experts and shaken the markets and social organizations that envelop this area of knowledge. Stories of stolen fortunes and international detective work however, can kick-start student interest as we use fake art to raise questions about real art. The TOK questions scream to be asked: What is a “real” work of art if a forgery is indistinguishable? What gives works of art their value?
(by Theo Dombrowski, 
Activating TOK 