"DIGNAGA'S THEORY OF DIRECT KNOWLEDGE : An Annoted Tra nslation of Pramāņasamuccaya, Chapter I"
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Theory of Knowledge Sunday, April 5, 2009
Transcript of Theory of Knowledge - Weeblyritu75indus.weebly.com/uploads/5/1/3/7/5137247/_tok_for_inset.pdf ·...
Theory of Knowledge
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.✦ To increase understanding of the TOK essay, including how you can assist students.
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.✦ To increase understanding of the TOK essay, including how you can assist students.
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.✦ To increase understanding of the TOK essay, including how you can assist students.
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.✦ To increase understanding of the TOK essay, including how you can assist students.
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.✦ To increase understanding of the TOK essay, including how you can assist students.
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.✦ To increase understanding of the TOK essay, including how you can assist students.
Sunday, April 5, 2009
Theory of KnowledgeAims for this session:
✦ To consider ways to incorporate some aspects of TOK into your teaching of IB Diploma courses.✦ To increase understanding of the TOK essay, including how you can assist students.
Sunday, April 5, 2009
Sunday, April 5, 2009
Theory of Knowledge is an IB Diploma course that focusses on how students acquire knowledge. The student is referred to as the ‘KNOWER” ( discussed later)
Sunday, April 5, 2009
Theory of Knowledge is an IB Diploma course that focusses on how students acquire knowledge. The student is referred to as the ‘KNOWER” ( discussed later)
The Fundamentals
Sunday, April 5, 2009
Theory of Knowledge is an IB Diploma course that focusses on how students acquire knowledge. The student is referred to as the ‘KNOWER” ( discussed later)
The Fundamentals
• A compulsory part of the IB Diploma Programme – one of the Core components
Sunday, April 5, 2009
Theory of Knowledge is an IB Diploma course that focusses on how students acquire knowledge. The student is referred to as the ‘KNOWER” ( discussed later)
The Fundamentals
• A compulsory part of the IB Diploma Programme – one of the Core components
• Should be taught for at least 100 hours, spread over the two years of the programme
Sunday, April 5, 2009
Theory of Knowledge is an IB Diploma course that focusses on how students acquire knowledge. The student is referred to as the ‘KNOWER” ( discussed later)
The Fundamentals
• A compulsory part of the IB Diploma Programme – one of the Core components
• Should be taught for at least 100 hours, spread over the two years of the programme
• Assessed by means of an externally marked prescribed essay and an internally assessed
Sunday, April 5, 2009
Sunday, April 5, 2009
Sunday, April 5, 2009
• To encourage students to question knowledge and the assumptions it is based on, enabling them to critically examine knowledge claims
Sunday, April 5, 2009
• To encourage students to question knowledge and the assumptions it is based on, enabling them to critically examine knowledge claims
• To encourage students to consider the ways in which human beings acquire knowledge
Sunday, April 5, 2009
• To encourage students to question knowledge and the assumptions it is based on, enabling them to critically examine knowledge claims
• To encourage students to consider the ways in which human beings acquire knowledge
• To encourage students to compare the various ways in which knowledge is derived in different fields of human enterprise
Sunday, April 5, 2009
• To encourage students to question knowledge and the assumptions it is based on, enabling them to critically examine knowledge claims
• To encourage students to consider the ways in which human beings acquire knowledge
• To encourage students to compare the various ways in which knowledge is derived in different fields of human enterprise
• To encourage students to become familiar with and Sunday, April 5, 2009
• Even in places where you would least expect to see it, such as in normally non-intellectual sit-coms.
The Friends Evolution DebateSunday, April 5, 2009
• Even in places where you would least expect to see it, such as in normally non-intellectual sit-coms.
The Friends Evolution DebateSunday, April 5, 2009
Sunday, April 5, 2009
TOK is almost unique in that there is very little prescribed content, but probably best summarised in the traditional TOK diagram
Sunday, April 5, 2009
TOK is almost unique in that there is very little prescribed content, but probably best summarised in the traditional TOK diagram
Sunday, April 5, 2009
Sunday, April 5, 2009
• some thoughts on the course.
Sunday, April 5, 2009
• some thoughts on the course.
• ‘interesting’ - every lesson has something completely different as the students often generate much of the discussion and you have the freedom to explore ideas that were not originally thought of.
Sunday, April 5, 2009
• some thoughts on the course.
• ‘interesting’ - every lesson has something completely different as the students often generate much of the discussion and you have the freedom to explore ideas that were not originally thought of.
• ‘challenging’ - you cant be an expert on everything and some content is way beyond my personal knowledge
Sunday, April 5, 2009
• some thoughts on the course.
• ‘interesting’ - every lesson has something completely different as the students often generate much of the discussion and you have the freedom to explore ideas that were not originally thought of.
• ‘challenging’ - you cant be an expert on everything and some content is way beyond my personal knowledge
• you can never really be ‘wrong’, as you are often simply expressing an opinion to stimulate student
Sunday, April 5, 2009
Sunday, April 5, 2009
Sunday, April 5, 2009
• Try thinking of ways in which you can bring TOK to your classroom.
Sunday, April 5, 2009
Sunday, April 5, 2009
• TOK should not be a stand alone course
Sunday, April 5, 2009
• TOK should not be a stand alone course
• TOK is about knowledge and therefore is relevant to all of our courses.
Sunday, April 5, 2009
• TOK should not be a stand alone course
• TOK is about knowledge and therefore is relevant to all of our courses.
• It should help students in their understanding and acquisition of knowledge in your classroom.
Sunday, April 5, 2009
• TOK should not be a stand alone course
• TOK is about knowledge and therefore is relevant to all of our courses.
• It should help students in their understanding and acquisition of knowledge in your classroom.
• It should also be a small part of all of our courses. This has been recognised in many recent IB Diploma texts which include a TOK component.
Sunday, April 5, 2009
• TOK should not be a stand alone course
• TOK is about knowledge and therefore is relevant to all of our courses.
• It should help students in their understanding and acquisition of knowledge in your classroom.
• It should also be a small part of all of our courses. This has been recognised in many recent IB Diploma texts which include a TOK component.
• This is in fact an IB directive and is referred to in all Sunday, April 5, 2009
Sunday, April 5, 2009
Unfortunately TOK is assessed!
Sunday, April 5, 2009
Unfortunately TOK is assessed!
Sunday, April 5, 2009
Unfortunately TOK is assessed!
What the assessment comprises
Sunday, April 5, 2009
Unfortunately TOK is assessed!
What the assessment comprises
• Two-thirds of the mark depends on the essay
Sunday, April 5, 2009
Unfortunately TOK is assessed!
What the assessment comprises
• Two-thirds of the mark depends on the essay
• One-third of the mark depends on the presentation
Sunday, April 5, 2009
Unfortunately TOK is assessed!
What the assessment comprises
• Two-thirds of the mark depends on the essay
• One-third of the mark depends on the presentation
• They are combined to give a grade on a five point scale:
Sunday, April 5, 2009
Unfortunately TOK is assessed!
What the assessment comprises
• Two-thirds of the mark depends on the essay
• One-third of the mark depends on the presentation
• They are combined to give a grade on a five point scale:
A – Excellent
Sunday, April 5, 2009
Unfortunately TOK is assessed!
What the assessment comprises
• Two-thirds of the mark depends on the essay
• One-third of the mark depends on the presentation
• They are combined to give a grade on a five point scale:
A – Excellent
B – Good
Sunday, April 5, 2009
Sunday, April 5, 2009
The essay
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
is sent to an external examiner in mid-March.
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
is sent to an external examiner in mid-March.
is marked according to four equally weighted criteria:
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
is sent to an external examiner in mid-March.
is marked according to four equally weighted criteria:
A. Understanding knowledge issues
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
is sent to an external examiner in mid-March.
is marked according to four equally weighted criteria:
A. Understanding knowledge issues
B. Knower’s perspective
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
is sent to an external examiner in mid-March.
is marked according to four equally weighted criteria:
A. Understanding knowledge issues
B. Knower’s perspective
C. Quality of analysis of knowledge issues
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
is sent to an external examiner in mid-March.
is marked according to four equally weighted criteria:
A. Understanding knowledge issues
B. Knower’s perspective
C. Quality of analysis of knowledge issues
D. Organisation of ideas
Sunday, April 5, 2009
The essay
has to be on a title from the list of prescribed titles (changes each year).
must be between 1200 and 1600 words in length.
is sent to an external examiner in mid-March.
is marked according to four equally weighted criteria:
A. Understanding knowledge issues
B. Knower’s perspective
C. Quality of analysis of knowledge issues
D. Organisation of ideas
is graded (A to E) according to the total mark out of 40:
Sunday, April 5, 2009
•
Sunday, April 5, 2009
•
Sunday, April 5, 2009
•
Sunday, April 5, 2009
Sunday, April 5, 2009
• Your Task: Study the prescribed essay titles for 2009-10. Our current Grade 11 students will need to select one of these 10 essay questions.
Sunday, April 5, 2009
• Your Task: Study the prescribed essay titles for 2009-10. Our current Grade 11 students will need to select one of these 10 essay questions.
• Select any essay from the selection provided.
Sunday, April 5, 2009
• Your Task: Study the prescribed essay titles for 2009-10. Our current Grade 11 students will need to select one of these 10 essay questions.
• Select any essay from the selection provided.
• Consider and discuss with colleagues in your group, how you would approach that essay from the perspective of Language A.
Sunday, April 5, 2009
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