Course Syllabus (TOK)

TOK Overview

Aims: 

TOK is a unique course.  It aims to foster your growth as a knower, to make connections among various types and areas of knowledge, and to explore the applications and implications of knowledge in the real-world.  It is not like a content-based class, where you are expected to learn a discreet set of facts, such as the parts of a cell.  It is more like a skills-based class, where you are expected to improve your proficiency in a given area, such as reading or writing.  TOK aims to develop meta-skills, such as thinking about thinking, knowing about knowing, and reasoning about reasoning.  It is not a course on philosophy, but a course on how to think like a philosopher.

The aims of the TOK course listed in the Theory of Knowledge Guide:

·   to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question

·   to expose students to ambiguity, uncertainty and questions with multiple plausible answers 

·   to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations

·   to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions

·   to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding

·   to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge

·   to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

Course Structure:

In the course, we will explore three themes related to knowledge, (knowledge and the knower, knowledge and language, and knowledge and technology) and five areas of knowledge (natural sciences, mathematics, human sciences, the arts, and history).  Within each theme and area of knowledge we will examine four elements of a “knowledge framework” (scope, perspectives, methods and tools, and ethics).  This leaves us with 32 subtopics, so taking notes and keeping them organized will be absolutely necessary!

Descriptions of themes, areas of knowledge, and elements of the knowledge framework from the Theory of Knowledge Guide:

Themes

·   Knowledge and the Knower:  The core theme—knowledge and the knower—provides an opportunity for students to reflect on what shapes their perspective as a knower, where their values come from, and how they make sense of, and navigate, the world around them.

·   Knowledge and Technology:  This theme focuses on issues relating to the impact of technology on knowledge and knowers, and how technology helps and hinders our pursuit of knowledge. It examines the ways that technology can be seen to shape knowledge creation, knowledge sharing and exchange, and even the nature of knowledge itself.

·   Knowledge and Language:  This theme provides an opportunity for students to reflect on the role that language plays in our lives, and the influence it has on thought and behaviour. It also encourages students to draw on their personal experience of language-learning as part of their DP studies. For example, students could reflect on what knowledge of a language consists of, and how that is similar to, or different from, other forms of knowledge. They could also consider the extent to which how we know and what we know is dependent on, and differs according to, the language that we use.

Areas of Knowledge

·   History:  History provides particularly interesting material for TOK discussions because of the challenges presented by not being able to directly observe the past, and because the historian is unable to utilize some of the methods of inquiry that are used in other areas of knowledge. Studying history can also promote empathy with, and understanding of, people living in diverse places and at different times. These characteristics open up many interesting issues and questions that are unique, or particularly pertinent, to history as an area of knowledge.

·   The Human Sciences:  The human sciences include a diverse range of disciplines, such as psychology, social and cultural anthropology, economics, political science, and geography. These disciplines share a common focus on the study of human existence and behaviour. The diversity of the disciplines included within the human sciences can itself be a stimulus for interesting TOK discussions, as can the coexistence of different approaches within a single discipline (for example psychodynamic versus behaviourist versus humanistic approaches in psychology).

·   The Natural Sciences:  The natural sciences are often seen to rely on evidence, rationality and the quest for deeper understanding. Observation and experimentation play a key role, and terms such as “theory” have a special meaning in the natural sciences compared to how they are used in daily life and in other areas of knowledge.

·   The Arts:  “The arts” is used in TOK to include a diverse range of disciplines such as visual arts, theatre, dance, music, film and literature. The forms and methods of these disciplines are often dissimilar, so the diversity within this single area of knowledge can itself be an excellent stimulus for TOK discussions.

·   Mathematics:  Mathematics is sometimes seen to have a degree of certainty that is unmatched by other areas of knowledge or is seen to be founded on a set of more or less universally accepted definitions and basic assumptions. This makes mathematics an excellent source of material for TOK discussions.

Elements of the Knowledge Framework

·   Scope:  This element focuses on exploring the nature and scope of the different themes and areas of knowledge. It explores how each theme/area of knowledge fits within the totality of human knowledge, and also considers the nature of the problems that each theme/area of knowledge faces and tries to address.

·   Perspectives:  This element focuses on the importance and influence of perspectives and context. This includes reflection on the students’ own perspectives and what informs them, as well as how different people or groups view or approach knowledge in the different themes/areas of knowledge. It also includes reflection on historical perspectives and how knowledge changes over time.

·   Methods and Tools:  This element focuses on exploring the methods, tools and practices that we use to produce knowledge. This includes the building of conceptual frameworks, the establishing of traditions and practices, as well as the methodologies employed by formal disciplines. It also includes consideration of the cognitive and material tools that we have available to help us in the pursuit of knowledge, and of how these tools have changed as a result of technological developments.

·   Ethics:  This element focuses on exploring ethics and the ethical considerations that have an impact on inquiry in the different themes and areas of knowledge. This includes aspects such as the relationship between facts and values, and how ethical and epistemic values are built into the quest for knowledge. It also includes questions relating to knowledge and inequality and injustice. It is crucial that TOK discussions about ethics focus on the knowledge questions that are woven into, and implied, in the ethical issues being discussed, rather than the focus being on debating the ethical issues themselves.

Reading:

We will be reading Sophie’s World by Jostein Gaarder throughout the course.  You may look at the subtitle, “A Novel about the History of Philosophy,” and say, “But wait!  You said it’s NOT a course on philosophy!”  You are right.  It’s not.  We are learning what various thinkers across the ages thought about to enrich our own thinking, not to memorize the years each philosopher lived and each theory they put forth.  Please keep this in mind as you read.  Do not feel like you need to remember every name, date, and theory.  Take special note instead of any ideas that you find attractive or repulsive.  Let these ideas be a springboard to your own.  Let the thoughts branch out in different directions, and take the time to explore each path that develops.  This depth of thought will take some adjustment.  We are so used to following one linear path in a superficial way that exploring the ones that branch off will take some practice.  Be patient with yourself, approach the book with an open mind, and take your time.

Discussion: 

In class, we will discuss several knowledge questions that relate to our reading assignment.  To be prepared for the discussions, make sure that you are reading thoughtfully.  Remember that we are reading to promote a depth of thought rather than to gather information.  Each question for discussion will fall under one of the themes or areas of knowledge and within one of the elements of the knowledge framework.  In order to keep the resulting thoughts and insights organized for later review, you will keep track of these discussions in a discussion notebook with the following information:  date and questions discussed, key insights shared, theme or area of knowledge, and element of framework.  I will check these notes regularly, and you will receive a minor grade for class discussions each time based on your participation and your notes.  See the discussion rubric for more details.

Journals:

As we begin, you will keep a Sophie’s World journal where you will record your own, Sophie’s, and various philosopher’s thoughts on various philosophical questions.  These journals will be formatted according to the Sophie’s World journal assignment sheet.  As we delve further into the world of TOK, you will keep a knowledge journal where you will take note and reflect on any connections you find between our TOK concepts and your other classes.  The knowledge journal entries can take various forms as outlined on the knowledge journal assignment sheet.  I will check your journals regularly, and you will receive a practice grade for your journal each time based on the completion and development of your responses.  Your knowledge journal will also act as a springboard to our major exhibition related assignments.

IB Assessments

Assessment Component

IB Weights

Year Given

Internal assessment Theory of knowledge exhibition (10 marks) For this component, students are required to create an exhibition that explores how TOK manifests in the world around us. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

1/3 (33%)

Year 1

External assessment TOK essay on a prescribed title (10 marks) For this component, students are required to write an essay in response to one of the six prescribed titles that are issued by the IB for each examination session. As an external assessment component, it is marked by IB examiners.

2/3 (67%)

Year 2

Exhibition

We will complete this assessment at the end of year 1, and the grade will count as your final exam for second semester.  You will choose 1 of 35 knowledge questions given by IB, identify three objects that illustrate the ways in which the question arises in the world, and write a short commentary explaining how each of the objects demonstrates how the question applies in the real world. IB recommends that you focus your exhibition on one of the themes for the class (knowledge and the knower, knowledge and technology, or knowledge and language), so staying engaged in class activities and keeping your notes organized will be quite beneficial when it comes time for this assessment.

Essay

We will complete this assessment near the middle of year 2, and there will be multiple associated summative and formative grades.  You will choose 1 from 6 prompts released by IB in the months preceding the assessment and write a process paper with a maximum of 1600 words in response to the prompt. The prompts may be specific to certain areas of knowledge (History, Mathematics, Natural Sciences, Human Sciences, and The Arts) and/or elements of the knowledge framework (scope, methods, perspectives, and ethics), so staying engaged in class activities and keeping your notes organized will be quite beneficial when it comes time for this assessment.

Grading System

Categories and Weights

Practice - 10%

Minor - 35%

Major - 55%

No Final Exam Grading Category - If students have a final exam, it will be graded as a Major Assessment.

*All grades will be entered as out of 100 point totals and assigned a weight of 1.0   

Please see descriptions of the grading categories below.

o   Practice – 3 assignments in each nine-week period--Used to provide feedback on small activities or homework

o   Minor - 3 assignments in each nine-week period--Used to demonstrate how a student is performing or has performed on small assessments leading up to a summative assessment

o   Major - 2 assignments in each nine-week period--Used to demonstrate whether or not a student is demonstrating mastery with the course concepts; any final exams provided will be included in this section

o   EOC - Assesses students over the material taught in the course; required by the state of GA. 

Recovery Options:

o   Students will have 1 chance to recover any given major assessment if they score a 75% or below.

o   Student redo/retakes must be initiated by the student using the form on the Recovery Request page on the class website and completed before the next major assignment/assessment is given or within 10 days of the date the assignment/assessment is posted in Infinite Campus, whichever comes first.​

o   The highest grade a student can receive on a recovered assessment is a 75%.

Class Management, Expectations, and Discipline: 

Expectations:  You are old enough to understand what is expected of you and how your ability to meet these expectations impacts your progress in the class.  Please be on time, be respectful, be mentally present, and be prepared.

1.     Being On Time:  To truly be on time to class, you must be in your seat when the bell rings, and you may not pack up early.

2.     Being Mentally Present:  To truly be mentally present, you must purposefully shun distractions such as your phone or other classmates.

3.     Being Prepared:  To truly be prepared, you should have materials ready at the start of class and without prompting from me.  If you have to borrow them sometimes, that’s fine, but it should be taken care of before the bell rings, and materials returned to the appropriate place or person at the end of class.

4. Being Respectful:  To truly be respectful, you must respect yourself and your learning as well as others.  Be encouraging and supportive towards both.

Restroom Use: If you need to use the restroom during class, please know that you can do so without interrupting or asking provided you follow the policy.  Follow the instructions in the restroom log to write your pass, sign out and in, and bring your student ID.  Your pass and student ID must be visible in the hallway.  Only one student may leave the room at a time, so ensure that the sign in column is complete before and after you go.

Cell Phone Use:  Following FCS and AHS policy, cell phone use is permitted during passing times and lunch. During class, phones must be turned off and placed in a backpack. Phones will not be acceptable replacements for computers. ​Earbuds should not be worn unless instructed by Mrs. Oliver. When allowed to listen to music while working asynchronously, please choose a playlist and do not return to your phone. ​This is a no-tolerance policy. If a cell phone is seen after redirection has occurred, the phone will be confiscated by AHS Administration and can be retrieved by parents only from 3:30pm-4:30pm. ​This includes time after your work is completed.  Approved activities during extra time are reading and drawing only. 

Furthermore, all Fulton County policies apply in this class. Please refer to your student handbook for any questions. In the case that I find your behavior disrespectful or if you are in violation of any of the school rules, disciplinary consequences will apply.

Rules for using materials and art supplies:  You may use the art supplies that I have provided, and you may write or doodle on the tables, but you must adhere to the following rules.

1.     If you use a colored pencil or marker, put it back where it goes.  Do not just cram it back into any box or throw it in the crate.

2.     Everything written on the tables must be classroom appropriate, and hopefully thought provoking.  Under no circumstances may you use the tables or my art supplies to write anything that may be interpreted as disparaging remarks about others.

3.     If you are doodling during a lesson or assignment, be certain that it is enhancing your attention, not detracting from it.  For this one, I really need to be able to trust you to know yourself and be honest with yourself.  Please don’t stomp on my trust.

4.     Do not treat the crates as trash cans or as limitless supplies.  If you use paper, take it with you.  If you use a pen or pencil, put it back. 

5.     Put the caps back on the markers.  Otherwise, they will dry out.

A failure to adhere to these rules sends me the following messages, and I absolutely don’t think these are the messages any of you want to send:

1.     Your time is not valuable as you have plenty of it leftover to clean up after me.

2.     I do not appreciate the time and effort you put in to make sure I have a space to express myself and enhance my learning, so I choose to use it to detract from my learning.

3.     You can always just buy more supplies for me.

Website:  My website is an important extension of the classroom; the class calendars are updated weekly and provide the students with a description of what happened that day, with a log of past assignments, and with electronic copies of the documents given out in class. The class calendar page on the website is the best way to find out what you missed if you are absent from school or to locate a paper you have lost. Please use the website as your first resource.  I work hard to make sure you have everything available to you on the website so that you can find out what you need without waiting until you meet with me upon your return.

Make up Work:   Regular class attendance leads to better performance.  However, if you are absent from class for any reason, it is your responsibility to find out missed assignments and to schedule a time with me to make up tests and quizzes.  If you are absent, access my website to see what you missed before your return to school.  Be sure to see me for an appointment when you return. However, if you are absent the day a long-term project or composition is due, you must email me your assignment on the due date and bring a hard copy when you return.  Failure to do this may result in a late grade.  If there are extenuating circumstances, email an explanation.  All make up work is handled according to the FCS policy.   The most important thing to remember is that make up work is YOUR responsibility. 

Process to acquire and turn in make-up work:

1.     On the day of the absence:  Go to the class calendar on the website to see what you missed, and complete any assignments that you are able to without assistance.

2.     On the first day you return to school:  See me before school to discuss what you missed and make an appointment to get extra help on the assignment or make up assessments.

3.     Follow through on any appointments made and turn in make-up work before school within the number of days for which you were absent.

Make-up Work Don’ts

·       Asking me what you missed without first consulting the website.

·       Requesting make-up work between classes.

·       Requesting make-up work during class.

·       Waiting until the third day after returning to school to see me.

Late Work:  Turning in assignments after their due date can throw off the pacing of the class and keep you from maximizing your learning. The quickest way to detract from your progress is to turn assignments in late—or not turn them in at all.  It is very difficult to stay current while catching up, and it is even more difficult to keep your grade where you would like it with zeros in the gradebook or with late penalties.  If an assignment is submitted after the due date, the maximum grade it can receive is a 75%.  Students must submit late work within 10 days of the due date. If, after 10 days, the student has not submitted the late assignment, they will earn a 0%.

NOTE:  Field trips and other pre-planned absences do not affect due dates.  Work missed due to these absences must be submitted prior to the absence.

Remediation and Academic Dishonesty:

Remediation:  Your success in this course is important to me.  I willingly offer extra help to my students during RISE on Tuesday mornings from 7:30-8:25 in room 2218, and by appointment.  You can also keep track of assignments on our class website where I will post our weekly agenda and any class notes or relevant information for this course.  This is a wonderful resource for parents as well.

Academic Dishonesty…will not be tolerated under any circumstances.  I am very strict about this.  Any assignment (homework, test or paper) which does not fully represent your work and thought will result in an honor code violation.  See the AHS Honor Code on the common syllabus following this for more information and policies.  (NOTE:  This includes reading something like Spark Notes in place of the actual text.) Just show integrity. 

AI Use

AI use is allowed only on assignments that explicitly require the use of AI.  Any AI use that is detected on any assignment that does not explicitly require the use of AI will result in an honor code violation.  Please note that the prohibition on AI use extends well beyond the use of copy/paste.  The problem lies not just with the most blatant form of plagiarism, but even more with the outsourcing of thought.  Simply consulting AI for ideas can involve this kind of outsourcing, allowing a computer do thinking that you can do yourself.  The implications of outsourcing thought reach far, far, far beyond this classroom, far, far beyond this school building, and even far beyond your higher education.  We’ve all heard the old adage, “use it or lose it.”  Consider this in conjunction with Rene Descartes’s famous claim, “I think, therefore I am.”  Let’s not lose the ability to think, for if we cannot think, can we be? 

Levels of Collaboration

Unless noted otherwise, all assignments are Level 0 collaboration level. 

·       Level 0: Independent:  Students may not discuss or collaborate about the assignment with any other students, family members, or friends or use automated text generators.

·       Level 1: Consult:  Students may discuss with other students, family members, or friends, but the completion of the assignment or task is independent. Product submission must be in the student’s own words. Automated text generators are prohibited at this level.

·       Level 2: Coordinate:  Students may work in pairs to discuss ideas with other students, but the completion of the written assignment or task is independent. Automated text generators are prohibited at this level.

·       Level 3: Collaborate:  Students may discuss ideas with students in a group or pair, and students will complete the entire assignment together in their group or partnership. Automated text generators are permitted with the explicit direction of the instructor.

Conferences

Student and Teacher Contact:  Questions about grades, makeup or personal issues must be done before school.  I cannot ensure that I give all of my students the attention they deserve if I conduct discussions about individual concerns in-between classes or during class.  Please make sure that you make time to see me individually before school to discuss any individual issues.  I am here Monday- Friday by 7:30 AM, and will be happy to sit down and consult with you between 7:30 and 8:15.  If my light is off that means I have not yet arrived.  If I am not in my room, and the light is on, you should knock, and if there is no response, wait or refer to the white board on the door for my location.

Parent and Teacher Contact:  Parents should feel free to contact me if at any time they should have concerns or questions about their child's progress in this class.  Due to limited phone access during school hours, it is best to contact me via email at olivere@fultonschools.org.