MAY 2022 PRESCRIBED TITLE UNPACKING

Prescribed Title #1: Can there be knowledge that is independent of culture? Discuss with reference to mathematics and one other area of
knowledge.
Key words and ● Culture, independent, knowledge.
definitions. Definitions ● What does it mean to be “independent” of culture?
should be in students’ ● What is culture? How can culture shape knowledge in various area of KN?
own words. ● How mathematics is affected by culture?
Underlying ● Assumes that knowledge is never independent of culture, meaning culture is going to never play a part in the
assumptions made in production, acquisition, and dissemination of knowledge.
the PT: ● Assumes that culture and knowledge have some kind of direct connection (causal? one way or two way?)
The “essential ● It’s asking you to investigate whether or not there’s ever an instance of knowledge being separate from culture.
message” of the PT. It’s not a blanket yes/no answer.
What is it asking you to ● Pupils should also be aware of the verb “discuss”in TOK essays - it is more like an interrogation than a friendly
do? chat.
If applicable: How do ● What does it mean for knowledge to be “independent” of culture in mathematics vs. another AOK?
the defined key terms ● Cultural critic Raymond Williams, in his foundational text Keywords, writes that “culture” is one of the two or
apply to various AOKs? three most difficult words in the English language. In his entry, he tracks the word from its origin and how it’s
evolved.
What questions does • Is there ever an instance where knowledge is independent of culture? Is mathematics (based on the implications
this PT raise? of this PT and the deliberate selection of mathematics) EVER culturally tied to knowledge produced within that
AOK? This PT assumes all knowledge is tied to culture.
• What does it mean to be considered “independent” of culture?
• Does every knowledge area has its own culture?

Key things to ● Seems like a yes/no answer, but remember a counterclaim needs to be considered. Even if you argue math is
remember: relatively concrete, is math ALWAYS independent of culture?
● Because the PT is specifically referencing MATH, IB is trying to trick you. I can guarantee students are simply
going to argue mathematics is concrete and universal. While mathematics like formulae are concrete, sure, the
application of math can be culturally relative. So, in some instances, the fundamentals of mathematics are
universal, but the application is not always independent from culture. For instance, math is used in engineering
culturally specific architecture (i.e. Taj Majal). The examination and knowledge produced by |
● statistics, for example, can be culturally specific (ethnic groups, holidays, etc). Therefore, math being used to
interpret information to produce knowledge CAN be culturally specific, but it is not exclusively culturally
specific. Keep this in mind when writing this PT, because if you simply say “math is always separate from
culture” you will not get a good score.
 ● Counterclaims or alternate perspectives are vital. You can use each AOK to contrast the other, but solid essays
often find counterclaims OR other perspectives/approaches within a single AOK.
How can this be related Math ● Math itself is concrete, and (oftentimes) universal. Because of this, the very nature of math
to other AOKs? Sample is separate from culture. However, our application of math, and interpretation of math (i.e.
RLS that could apply: statistics) lends itself to be linked to culture. For instance, statistics on living conditions or
standards of living across the world vary. The interpretation of those statistics are connected
to culture. Math, in a way, helps us understand culture and cultural differences. Math in its
isolated form is separate; but what is math without application?
● But the ideas of mathematics, the root, start with counting. That need is rooted to the
cultural practices of communities of knowers.
○ this could lead to a discussion of the Piraha, who do not have language for
numbers/counting.
○ Singular/Plural vs specific numbering (is extra meaning added, or is it a more
accurate description of reality?) - this makes me think of
platonist/nominalist/fictionalist perspectives of numbers.
● Culture closely the creation of 0 "zero", nothingness later played a "vital role in
mathematizing the world"
● Language and culture affect how mathematical knowledge is shared and communicated.
When discussing fractions in Mandarin the denominator is mentioned before the numerator.
The knowledge itself may be more universal but the way it is shared and disseminated is
not.
● RLS Adam Kucharski explains how the spread of a virus depends upon ‘cultural’ patterns
of contact (at 2mins)
● Maths covers things that can be demonstrated in reality, AND more complex, abstract
concepts that cannot - how does this difference alter our perception of the universality of
Maths?
Nat. Sciences ● Framework of Knowledge and Ind. Cultures - we use the text Braiding Sweetgrass and
yesterday read the chapter “The Grammar of Animacy” where Kimmerer discusses the role
language plays in our scientific processes and how that language shapes our perception of
scientific knowledge - western sciences (Enlightenment sciences) rooted in cultural
components of European philosophy, rooted in the tradition of the man’s place in the world
defined in Genesis.
● What about scientific laws like law of gravity? Are those independent of culture?
Human Sciences ● Isn’t the very nature of the Human Sciences to produce knowledge on humans? These
differences are linked to culture. Some examples are:
○ urban development and urban patterns/models across the world (taught in AP
Human Geography--Islamic City Model, Latin American City Model, Southeast
Asian City Model, Hoyt-Sector Model, Galactic/Peripheral Model of North
America, etc).
 ○ Cultural differences in psychological disorders. Article: Psychiatric Diagnosis--Is it
universal or relative to culture?
○ Maslow’s hierarchy of needs-development of complex culture (Cultured people are
people we think of as having sophistication or “class”, which does not necessarily
relate to how much money they have. (Hodder education)
Arts
● If ‘culture is what is left when everything else is forgotten’ (E. Herriot), then culture is more
like a background assumption or unconscious condition for the production of art which is
invisible to the artist. Interesting to reflect on in light of ‘consciously’ amateurish artworks
or genre (punk, outsider art, pop art, etc.)
● Universal archetypes exist within art (specifically literature) that demonstrate that
regardless of culture, art can be universal and independent of culture.
● Is there a case to be made for context being a form of culture. For instance, this blown up
taxi is art in the context of a gallery, as is Dauchamp’s Fountain. 4 Minutes 32 is art in
the context of a performance but not an interval. Interested in thoughts on this!

History ● Historical knowledge is heavily laden with cultural ‘bias’-the mere choices of topic for
research/inclusion in education and then the methods and schools of historiography are all
very difficult to distance from culture (impossible?).