BQ1 asks What is theory of knowledge, and why do we study it? We think about the key aims of TOK, the structure and assessment of the course, the nature of knowledge and how we acquire it, key ways we navigate the world as knowers, and why TOK is worth all the effort!
Below you’ll see an outline of the 12 lessons that make up the unit, with the key components of each one. Note that ideas and thinkers may appear repeatedly; we have listed here in which lesson they first appear.
Lesson |
Title |
Learning objective |
Key terms, concepts, and thinkers |
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1.1 | The 4 aims of TOK | I can explain the 4 aims of TOK, and evaluate their importance |
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1.2 | The TOK world | I can explain the different elements of TOK, and how we will explore the course |
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1.3 | How we know vs. what we know | I can distinguish between first and second-order knowledge |
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1.4 | Minds and souls | I can give an opinion on whether TOK is assessed in a meaningful way |
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1.5 | Escaping the madness | I can explain how and why we write a TOK journal |
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1.6 | Testing for truth | I can explain which of the four truth tests I like the best |
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1.7 | Justified true belief? | I can critically analyse the ‘JTB’ definition of knowledge |
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1.8 | Descartes vs. Locke | I can say whether I follow a rational or empirical approach to knowledge |
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1.9 | Context is everything | I can explain the implications of Beau Lotto’s statement that ‘context is everything’ |
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1.10 | A relative to truth | I can explain the implications of memory working in a reconstructive way |
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1.11 | The human desktop | I can explain why it is an advantage NOT to see the world as it actually is |
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1.12 | Wrapping up BQ1 | I can answer BQ1, referring to the key terms, ideas, and thinkers from the unit |
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1.13a | Foundations & Politics | What is politics, and how essential is an understanding of it? | |
1.13b | Foundations & Technology | What is technology, and how essential is an understanding of it? |
BQ2 asks How does our knowledge about the world inform the way we construct our values? We think about the ways in which we develop our ethical awareness of the world, and the role that different areas of knowledge (particularly the arts and the natural sciences) play in this.
We also consider different contexts that might affect our moral outlooks, such as whether you come from an indigenous, or a large-scale, industrialized society.
BQ2 also introduces the TOK exhibition, outlines a 6-step approach to creating one, and sets you up with a practice exhibition task to get you used to the assessment instrument.
Below you’ll see an outline of the 12 lessons that make up the unit, with the key components of each one. Note that ideas and thinkers may appear repeatedly; we have listed here in which lesson they first appear.
Lesson | Title | Learning objective | Key terms, concepts, and thinkers |
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2.1 | Introduction to BQ2 | I can compare and contrast BQ2 within the context of different areas of knowledge |
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2.2 | The epistemic community | I can explain what relativism is, and link it to being part of an ‘epistemic community’ |
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2.3 | Creating a BQ2 exhibition | I can relate BQ2 to a real-world context, via an exhibition object linked to an IA prompt |
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2.4 | Helping the chickens | I can compare and contrast different ways way in which we build our moral frameworks |
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2.5 | Bypass surgery | I can explain the role of the arts in helping us to understand ethical issues |
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2.6 | Ends vs. Means | I can evaluate whether the arts help us to understand ethical principles |
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2.7 | Art vs. artist | I can assess how our ethical principles affect the way we interpret art |
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2.8 | An artist’s responsibility? | I can offer an opinion on whether it is an artist’s duty to confront moral issues in their work |
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2.9 | Value-free or value-laden? | I can assess whether scientific and mathematical knowledge can (and should) be produced in a ‘value-free’ way |
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2.10 | Fences | I can explain how a society’s values can determine the purpose of its knowledge about the natural world |
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2.11 | Exhibition feedback | I know how to select better exhibition objects, link them more effectively to a IA prompt & TOK themes |
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2.12 | Wrapping up BQ2 | I can answer BQ2, referring to the key terms, ideas, and thinkers from the unit |
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BQ3 asks How is our understanding of the world influenced by the way knowledge is communicated? During this unit, we think about how our ability to objectively understand and interact with the world depends on the way in which ideas and concepts are represented.
We pay particular attention to the human sciences, and look at how both technology (for example, social media) and language can shift the meaning of concepts within this area of knowledge. We also consider how to write the TOK essay - one of the two ways in which TOK is assessed (alongside the exhibition).
Below you’ll see an outline of the 12 lessons that make up the unit, with the key components of each one. Note that ideas and thinkers may appear repeatedly; we have listed here in which lesson they first appear.
Lesson |
Title |
Learning objective |
Key terms, concepts, and thinkers |
---|---|---|---|
3.1 | Introduction to BQ3 | I can compare and contrast BQ3 within the context of different areas of knowledge |
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3.2 | Falsehood flies | I can explain why unreliable knowledge spreads more quickly than reliable knowledge |
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3.3 | Introducing the TOK essay | I understand how to structure a TOK essay, and can list some characteristics of a good essay |
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3.4 | Writing the TOK essay plan | I understand how to write my TOK essay plan, and how it will be assessed |
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3.5 | Newspeak | I can evaluate the extent to which the language we use represents the knowledge we possess |
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3.6 | A global conspiracy | I can explain how different representations of the globe change our understanding of it |
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3.7 | Ice cream consumption vs. shark attacks | I can explain how confusing causation and correlation can affect the way we represent and understand the world |
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3.8 | An interrelation of vibrations | I can evaluate the trustworthiness of a field via the way in which it represents ideas and concepts |
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3.9 | Seeing what we want to see | I can explain how confirmation bias can cause us to misinterpret and misunderstand representations of the world us |
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3.10 | Neuro-bunk | I can explain how and why organisations try to ‘spin’ scientific knowledge |
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3.11 | Essay plan feedback | I understand how to organize and express my ideas better within a TOK essay |
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3.12 | Wrapping up BQ3 | I can answer BQ3, referring to the key terms, ideas, and thinkers from the unit |
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BQ4 asks How do our perspectives and biases shape our knowledge of the world? During this unit, we think about how our personal and societal perspectives and biases affect the way we produce knowledge of the world, leading us to often confirm what we (think we) know, rather than allowing us to be open-minded to the possibility that other ideas are more valid than our own.
We pay particular attention to history, but we also think about the natural sciences and the arts, as well as considering the way religion, technology, and politics can shape our worldviews. During the unit, students carry out another practice TOK exhibition, this time choosing an IA prompt linked to perspectives, and selecting their own object.
Below you’ll see an outline of the 12 lessons that make up the unit, with the key components of each one. Note that ideas and thinkers may appear repeatedly; we have listed here in which lesson they first appear.
Lesson |
Title |
Learning objective |
Key terms, concepts, and thinkers |
---|---|---|---|
4.1 |
Introduction to BQ4 | I can compare and contrast BQ4 within the context of different areas of knowledge |
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4.2 |
Bandwagons and blind spots | I can discuss a range of different biases, how they can be used to exploit us, and strategies to prevent this |
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4.3 |
Creating the BQ4 exhibition | I can apply my improved understanding of the exhibition to create a more effective |
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4.4 |
Punching holes in mental walls | I can identify two problems associated with antagonistic perspectives, and suggest a solution to overcome these |
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4.5 |
Navigating the post-truth landscape | I can discuss ‘anti-establishment’ perspectives in a nuanced way |
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4.6 |
The dangers of multiple historical perspectives | I can explain why historical knowledge is particularly vulnerable to interpretation via different perspectives |
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4.7 |
The dangers of a single historical perspectives | I can explain how our knowledge of the past is often based on a ‘single story’, and what the implications of this are |
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4.8 |
The battle over history | I can explain why the statement ‘history is written by the victors’ is flawed |
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4.9 |
Bj 581 | I can explain how our present-day assumptions and biases can determine how we understand the past |
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4.10 |
Marxists and modernists | I can discuss how academic traditions can help and hinder the way we understand the world |
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4.11 |
BQ4 exhibition feedback | I know how to create an amazing TOK exhibition |
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4.12 |
Wrapping up BQ4 | I can answer BQ4, referring to the key terms, ideas, and thinkers from the unit |
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BQ4 asks How is new knowledge about the world created? During this unit, we think about the way new ideas and theories about the world appear, and how and why knowledge develops over time.
We focus primarily on the natural sciences and language, looking at the ‘provisional nature’ of scientific knowledge, and whether we should take a prescriptivist or descriptivist approach to changes in language. But we also think about the other aspects of the course, considering all the areas of knowledge in the context of different real-life situations within the first lesson of the unit.
Below you’ll see an outline of the 12 lessons that make up the unit, with the key components of each one. Note that ideas and thinkers may appear repeatedly; we have listed here in which lesson they first appear.
Lesson | Title | Learning objective | Key terms, concepts, and thinkers |
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5.1 | Introduction to BQ5 | I can compare and contrast BQ5 within the context of different areas of knowledge |
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5.2 | Bending, breaking, blending | I can explain how new ideas are created, and support my discussion with examples from different AOKs |
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5.3 | Final touches to the final exhibition | I have understood and applied the feedback from my teacher to my final exhibition |
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5.4 | Reconceiving art | I can explain why the way we interpret and understand art changes over time |
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5.5 | The holy palmers’ kiss | I can explain how language changes over time, and provide examples to support my points |
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5.6 | Prescription vs. description | I can evaluate the extent to which language is ‘living’ |
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5.7 | Txt tlk | I can assess whether social media is ‘dumbing down’ our ability to communicate |
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5.8 | False starts and wrong turns | I can offer a more sophisticated statement than “new scientific knowledge is created via the scientific method” |
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5.9 | Standing on the shoulders of giants? | I can describe the way scientific and mathematical knowledge develops over time |
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5.10 | Communicating science | I can explain how new forms of communication are affecting the integrity of science |
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5.11 | Wrapping up BQ5 | I can answer BQ4, referring to the key terms, ideas, and thinkers from the unit |
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5.12 | Completing your TOK exhibition | I know how to deliver my TOK exhibition, and submit my exhibition file |
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BQ6 asks How do we become discerning knowers? It looks at what it takes to become a sophisticated knower about the world, and how this sets you apart from ‘ordinary’ knowers. It revisits quite a few of the lessons from earlier in the framework, and tries to extend students' understanding of them.
Below you’ll see an outline of the 12 lessons that make up the unit, with the key components of each one. Note that ideas and thinkers may appear repeatedly; we have listed here in which lesson they first appear.
Lesson | Title | Learning objective | Key terms, concepts, and thinkers |
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6.1 | Introduction to BQ6 | I can compare and contrast BQ6 within the context of different areas of knowledge |
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6.2 | Bigots, fools, and slaves | I can identify different ways of applying reason, and explain why reason is integral to being a ‘discerning knower’
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6.3 | Choosing your PT | I understand what the prescribed titles are asking |
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6.4 | Answering your PT | I know how I’m going to write my essay on my choice of PT
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6.5 | Emotion vs. reason? | I can discuss the ‘true’ relationship between emotion and reason |
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6.6 | Generalizations or paralysis by analysis | I can weigh up the pros and cons of producing knowledge via intuition
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6.7 | Falsification and flat-tummy shakes | I can explain how we can draw on the idea of ‘falsification’ to help us manage our scepticism of knowledge claims
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6.8 | Embracing doubt
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I can explain why doubt is an essential element of being an expert knower
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6.9 | Being multi-local | I can explain why our identity is based on far more factors that our nation state |
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6.10 | The necessity of humility | I can explain why humility is a prerequisite of finding out about the world
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6.11 | The TOK factor | I understand how to use TOK to improve the quality of my DP examination responses |
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6.12 | Wrapping up BQ6 | I can answer BQ6, referring to the key terms, ideas, and thinkers from the unit |
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