(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 
Dombrowski, Rotenberg, Bick. Theory of Knowledge IB Course Companion. Oxford University Press, 2013.
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Hi from Eileen!
- analysis arts cause classification cognitive bias concepts/language confirmation bias critical thinking definitions emotion ethics evidence facts fallacies history human sciences imagination implications indigenous knowledge intuition knowing how knowledge claims knowledge questions language literature mathematics media memory methodology natural sciences perspectives psychology reason sense perception shared knowledge sources statistics symbolic representation truth ways of knowing
Dombrowski, Rotenberg, Bick. TOK Spanish translation. Teoría del Conocimiento, Libro del Alumno. Oxford University Press, 2015.
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the essential question of knowledge
The question “How do we know?” drives inquiry. When we ask it with the stress on the last word – know — it opens up overview questions on the very nature of knowledge and the forms it takes. When we ask it with the stress on the first word – how? – it takes an analytical edge applied to methods of giving answers. In this blog, we follow this question — sometimes seriously, sometimes lightheartedly — through issues and stories of our day.
