IB Theory of Knowledge Course Syllabus

The Theory of Knowledge (TOK) course examines the origins and validity of various forms of knowledge, or ways of
knowing. A central component of the IB Diploma program, its content includes all the various subject areas of a student’s IB
education as well as his or her personal beliefs and experiences. The process of the course is to focus critical reflection on
what the student claims to know and what is professed as knowledge by others.

The goal of the course is to gain an understanding of the knowledge claims posed by scientists, mathematicians, artists, poets,
historians, and others, and of how these various forms of knowledge relate to one another. In so doing, we will also examine
what it means to think critically. The spirit of inquiry that guides the course is meant to engender appreciation of the
different ways of knowing and of the complexities of knowledge in today’s world.

“In Theory of Knowledge there may not be right and wrong answers, but there are standards
for judgment and defenses of knowledge claims. Critical thinking can only take place when
there is evaluation of that inquiry and its expression.” --Sue Bastian

STATEMENT OF AIMS
The aims of the course are to engage students in reflection on, and in the questioning of, the bases of knowledge, so that they:
• develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the
empowerment that follows from reflecting upon it
• develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities
and individuals
• encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to
make connections between academic disciplines and between thoughts, feelings and actions
• encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an
awareness of personal and ideological assumptions, including participants’ own
• encourage consideration of the responsibilities originating from the relationship between knowledge, the community
and the individual as citizen of the world.

STATEMENT OF OBJECTIVES
Having followed the TOK course, students should be able to:
• analyze critically knowledge claims, their underlying assumptions and their implications
• generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to
knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners
• demonstrate an understanding of different perspectives on knowledge issues
• draw links and make effective comparisons between different approaches to knowledge issues that derive from areas
of knowledge, ways of knowing, theoretical positions and cultural values
• demonstrate an ability to give a personal, self-aware response to a knowledge issue
• formulate and communicate ideas clearly with due regard for accuracy and academic honesty.
PROGRAM OUTLINE
1. The Knower and the Known
2. Ways of Knowing: Perception, Emotion, Language, Reason
3. Areas of Knowledge: Mathematics, Natural Sciences, Human Sciences, History,
The Arts, Ethics

EXPECTATIONS
TOK is a reflective rather than an accumulative course, inquisitive rather than acquisitive; that is to say, it requires students to
honestly ponder what and how they learn rather than acquire specific information. Thus, the emphasis is not on content that
the teacher must provide and that the students must learn. Instead, there is a set of topics to be mutually explored. As such,
we are all responsible for the quality of the course, meaning everyone must be prepared to fully participate every day. Here,
then, are a few principles or habits designed to facilitate full and open participation:
1. Respect—respect yourself and others, including those with whom you disagree.
2. Tolerance—accept the principle of validity of other points of view.
3. Attentiveness—listen as you would like to be listened to.
4. Empathy—try to develop a genuine interest in what others believe, value, say, etc.
5. Not Understanding—perfectly acceptable; not asking for clarification, however, is not; also, the speed in which you
reach understanding is relatively unimportant; further, it’s ok to change your mind.
6. Debate—it’s not about winning or losing, it’s a vehicle for idea exploration.
7. Preparation—come to each class fully prepared to participate.
8. Negative Capability---learn to suspend judgment and live with uncertainty.

We will follow the policies stated in the Student Handbook for other concerns, i.e. tardies, absences, etc.

EVALUATIONS AND ASSESSMENT

There are five main components of the course that will combine to generate an assessment of student progress in the course.
These five components are:
1. Class Discussions
2. Online Discussions
3. Readings
4. Oral Presentations
5. Essays

TEXTS FILMS
• Man is the Measure, Reuben Abel 12 Angry Men Control Room
• Blink, Malcolm Gladwell Capturing the Friedmans The Thin Blue Line
• Complications, Atul Gawande Outfoxed Wag the Dog
• The Geography of Thought, Richard Nisbett The Wild Child Shattered Glass
• Various selected readings Waking Life Doubt

Michael Fox
Email: foxm@tas.edu.tw
Phone: 2873-9900 ext. 322
My office is in the Curriculum/PD Office located between the PTA Store and the LS Library. Appointments can be made to
see me by contacting me directly or by contacting my secretary, Ms. Kuan 2873-9900 ext. 209.