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Stay on the path - Unpacking the TOK Essay Title

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by

Bill Mitchell

on 15 May 2014

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Transcript of Stay on the path - Unpacking the TOK Essay Title

The title is a bag of things packed for you for your TOK journey.
It is packed by someone else, so unpack and see what they gave you.
So unpack the bag, identify its contents and the essay is your explanation of the contents.
May 2014 Titles
1. Ethical judgements limit the methods available in the production of knowledge in both the arts and the natural sciences. Discuss.

2. "When the only tool you have is a hammer, all problems begin to resemble nails." (Abraham Maslow). How might this apply to ways of knowing, as tools, in the pursuit of knowledge.

3. "Knowledge is nothing more than the systemic organization of facts." Discuss this statement in relation to two areas of knowledge.

4. "That which is accepted as knowledge today, is sometimes discarded tomorrow." Consider knowledge issues raised by this statement in two areas of knowledge.

5. "The historian's task is to understand the past; the human scientist, by contrast, is looking to change the future." To what extent is this true in these areas of knowledge?

6. "A skeptic is one who is willing to question any knowledge claim, asking for clarity in definition, consistency in logic and adequacy of evidence." (adapted from Paul Kurtz, 1994). Evaluate this approach in two areas of knowledge.
Six Bags to choose...
Each title is different and offers choice and different WOK and AOK.
Choose the one that best fits your interests and abilities.
Unpacking a Strange Bag....


Compare
- Give an account of the similarities between two (or more) items or situations,referring to both (all) of them throughout.

Compare and contrast
- Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Contrast
- Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.







Explain - Give a detailed account including reasons or causes.

Identify - Provide an answer from a number of possibilities.

Justify - Give valid reasons or evidence to support an answer or conclusion.



Distinguish
- Make clear the differences between two or more concepts or items.

Evaluate
- Make an appraisal by weighing up the strengths and limitations.

Examine
- Consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue.
Analyse
- Break down in order to bring out the essential elements or structure.

Define
- Give the precise meaning of a word, phrase, concept or physical quantity.

Describe
- Give a detailed account.

Discuss
- Offer a considered and balanced review that includes a range of arguments,factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.





To what extent
- Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.
Explain -
Give a detailed account including reasons or causes.

Identify
- Provide an answer from a number of possibilities.

Justify
- Give valid reasons or evidence to support an answer or conclusion.
Command Terms
And some more...
Stay on the path - Unpacking the TOK Essay Title
Unpacking a Title

Knowledge is generated through the interaction of critical and creative thinking. Evaluate this statement in
two areas of knowledge.


Key Words and Phrases:

Knowledge, generated, interaction,
critical thinking, creative thinking, evaluate
Knowledge is generated through the
interaction of critical and creative thinking. Evaluate this statement in two areas of
]knowledge.

Knowledge:
What definition of “knowledge” will I use?
What definition best fits my argument?

Knowledge is generated:
What is the process by which knowledge is “generated”?
What does “generated” mean? Is that the
same as “new knowledge is created”?

Knowledge is generated through the
interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge.

Critical thinking
What is critical thinking?
How will I define “critical” and distinguish critical from other types of thinking?
Does “critical” mean the same as “analytical”? “rational”? “scientific”?
Where/when/how is critical thinking used?

Knowledge is generated through the interaction of critical and
creative thinking. Evaluate this statement in two areas
of knowledge.

Creative thinking
What is creative thinking?
How will I define “creative” and distinguish critical from other
types of thinking?
Does “creative” mean the same as “intuitive”? “artistic”? “non-analytical”?
Where/when/how is creative thinking used?

Knowledge is generated through the interaction
of critical and creative thinking. Evaluate this statement in two areas of knowledge.

Interaction
What does “interaction” mean?
What does “interaction” mean in the context of two ways of thinking?
Does the interaction happen within the mind of one person? In the interaction of two or more people? Different time periods? Different disciplines?
How/when/where do these two types of thinking come into contact and interact?

Knowledge is generated through the interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge.

Action term: Evaluate
What exactly does it mean to “evaluate”?
Am I to examine if this statement is true or not?
Do I examine the extent to which it is true or not?
What is the relationship between “evaluate” and “analyze”? “Evaluate” and “prove”?
How will I know when my “evaluation” is complete?

Knowledge is generated through the interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge.

Assumptions in the title:
That knowledge IS generated through the interaction of critical and creative thinking.

That knowledge can’t be generated WITHOUT interaction, without the “presence” of both critical and creative thinking.

That the way knowledge is generated is different among the various areas of knowledge.

Knowledge is generated through the
interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge.

Knowledge Issues:
To what extent does the generation of knowledge require both critical and creative thinking?

How does the relative roles of creative and critical thinking and their interaction vary among the areas of knowledge?

How can we make a clear distinction between types of thinking, particularly between critical and creative thinking?

Knowledge is generated through the interaction
of critical and creative thinking. Evaluate this statement in two areas of knowledge.

Areas of Knowledge:
Natural sciences, human sciences, history, mathematics, arts, ethics, indigenous, religious

Which two areas of knowledge should I use?
Should I choose two AoK that will give me opportunity to compare and contrast the different ways and levels of interaction between critical thinking and creative thinking?

Knowledge is generated through the interaction
of critical and creative thinking. Evaluate this statement in two areas of knowledge.

Return to the checklist:
What are the knowledge issues?
What stance will you take?
What AoK and WoK will you address?
What are the examples?
Deal with any counterclaims.
Note any implications.
Full transcript