(by Eileen Dombrowski, from OUP blog) I learned something important from my friend Lynx – something important for how I think about TOK and knowledge. It was almost seven years ago. I was interviewing her, as an experienced New Zealand Sign Language interpreter, on how signed languages worked and what they tell us about the nature of language. I was keenly interested in the ideas – and on using my laptop to make a video for the very first time. Then, when I had finally edited the interview, I passed it to Lynx for her response. It was immediate. “Can we add closed captions?” she asked. I was mystified. Why would we do that? “I wouldn’t like to talk about the Deaf community and their knowledge,” she explained, “without their having access to what I’m saying.” In an abrupt shift of perspective, I suddenly thought about the function of the closed captions I had always ignored – and realized that she was right. I had anchored my thinking entirely in my own TOK community and relationships of ideas. As an interpreter between hearing and Deaf groups, Lynx was much more fully attuned to the people. She was talking about inclusion and respect. Continue reading
(Eileen Dombrowski, from OUP blog) The Franklin Expedition just gets better and better. The present narration, I mean, not the actual expedition in the 19th century. No, that was a wreck in the icy north, costing the lives of all the men! But it’s a splendid example for Theory of Knowledge of the way the past can be reframed by our present interests. Continue reading
Standing at the centre of the world: it’s a compelling image. But just who or what is at the “centre”, and what does planting that centre do to our knowledge? Clearly, this question of “centrism” threads through the Theory of Knowledge course, and there are plenty of good entry points to take students into discussion of its complexities. For one such entry point, I’d like to suggest using the image above, with its claim, “Whoever holds a camera stands at the centre of the world.” Continue reading
(by Eileen Dombrowski, from OUP blog) It’s easy to miss the point entirely when treating Indigenous Knowledge in TOK. It’s not a special “category” of knowledge, even though it is listed in our syllabus in parallel with other areas of knowledge. Clustering up indigenous groups across the world to look at their knowledge does not enable us to treat that knowledge as separate or separable from other areas of knowledge. I’m a big fan of treating Indigenous Knowledge — but specifically as a particular cultural synthesis of other areas of knowledge and as a cultural perspective within and upon the other areas. Today I’d like to bring attention to three current topics that clearly deal with Indigenous Knowledge but, on consideration, deal equally with history, anthropology, and archeology. I’ve included links to supporting resources. Continue reading
(by Eileen Dombrowski, from OUP blog) Differing perspectives are easiest to see when they come into conflict. As a result, it’s tempting for Theory of Knowledge students to seize on conflicts as topics for presentations — and for us as teachers to use them as class examples to illustrate differences in perspectives. As I’m about to do here! I worry a bit, though, that, unless we treat perspectives with nuance and some empathy for the people involved, we could end up entrenching a binary vision of the world, and possibly a static one where we don’t reach beyond the conflicts into hope for the future.
A conflict in my own country this month over the meaning of Canada Day is a case in point: a specific event gave the media a story and focused attention on conflicting views. It’s a good example in various ways to take to a TOK class, but done well only if we place the skill of identifying perspectives within the larger TOK and IB goals of curiosity, openness and desire to understand. Continue reading
(by Eileen Dombrowski, from OUP blog) Oh no! More suggestion, in an article I’m reading, that gaining reliable knowledge from the media might be even harder than sticking to a diet! Just as we’re assaulted with tempting displays of candy and chocolate as we head for the supermarket check-out, we’re faced with screaming headlines, awful photos, and our own fear and excitement as we open the news. Alas! I’ve never been a fan of that smug term “delayed gratification”, and I’ve long felt morose about advice – getting it or giving it – to pause, and think… to counter first intuitions and impulses with the slower responses of reason. Nevertheless, a current analysis of “the terror news cycle” confronts me, yet again, with the importance of not grabbing on impulse but paying attention to what I take in. Resolution for the week: not to go instantly for the tasty or flashy. TOK teachers, beware: this is a spoiler alert! 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) Thanks largely to the cognitive sciences, we’ve learned much in recent decades about how our own minds work. As knowledge flows from research journals to the popular media, recent findings in psychology have stimulated considerable commentary and advice on dealing with the problems that trouble our minds. Psychoanalysis and cognitive behavioural therapy, complex topics within a complex area of knowledge, have drawn lay readers and listeners not just out of interest in knowing how their minds or brains work but also out of hopes to relieve problems and improve their own health.
No doubt at least some of your students will have had exposure to psychoanalysis, even if only through sensationalistic movies. No doubt, too, they will have encountered the currently much promoted cognitive behavioural therapy (CBT) and its applications to everyday practices – there are even “apps” available for meditation and stress relief, for example. “Mindfulness”, a close adjunct to CBT, is, your students may observe, very much in the air. But how seriously should we take the different approaches of psychoanalysis and CBT as ways of achieving better mental and emotional health? Continue reading
(by Eileen Dombrowski, from OUP blog) At first glance, it’s a most unlikely statue to ignite a diplomatic row: a barefoot girl sits on a chair, her hands passively in her lap. Nevertheless, the placement of this gentle statue by South Korean activists in front of the Japanese consulate in Busan has set off a storm of controversy and provoked Japan to withdraw its ambassador from South Korea. But why? In Theory of Knowledge, clashing perspectives on this statue take us straight through concepts of symbolic representation and smack into history as an area of knowledge with ethical resonance.
It seems to me that this incident could be immensely useful for a TOK class. There are plenty of images online of the controversial statue, so there’s something visual to anchor abstract discussion. Moreover, students are likely to have their interest (and probably compassion) caught by the story of women forced into sexual servitude – and to grasp quickly both the desire to remember historically, and the desire to forget! The current strong feelings about the issue and how its story is told also help to raise a potent TOK question: Is history really only about the past? 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