ToK 11

Week of October 15

Date Agenda Homework
Monday
  • Finish presentations
  • Loftus Reading time
Wednesday
  • Eyewitness activity
  • Picking Cotton
Friday
  • Lecture/Discussion on Flashbulb memory, trauma and cortisol
  • Discussion of Loftus, Picking Cotton and eyewitness (Wednesday 24)

Week of October 8

Date Agenda Homework
Monday
  • Illusion group project work time - computer lab
Wednesday
Friday Read and annotate Loftus article - Friday, October 19

Week of October 1

Date Agenda Homework
Monday
  • Lecture/Discussion - Problems of Perception: Illusions
Read and annotate Factors that influence perception article - Wednesday
Wednesday
  • Lecture/Discussion - Problems of Perception: Illusions
Friday
  • Lecture/Discussion - Problems of Perception: Illusions
  • Perceptual Illusion activity in the computer lab (instructions)
    • Your group will be assigned three illusions to investigate from this list.
    • Examine each illusion, discuss with your group and fill out the illusion template. On Wednesday, October 10, be prepared to present one of the illusions you investigated to the class using the guidelines described below. Presentations should:
    • Explain what the difference between appearance and reality, and what your group believes is the cause of this difference. Does this illusion fit into the categories we described, or is something else going on? Your explanation should deal with what we have described as the two walls between our understanding and the world.
    • Explain how and to what extent your illusion involves other WoKs?
    • Explain a knowledge question progression (KC-KQ1-KQ2) that arise from this illusion and then explain and discuss potential real world impacts (positive or negative) these knowledge questions might pose for at least one AoK.
    • Be between 3-6 minutes in length. Questions are encouraged after each presentation
    • Presentations are worth an annotation and participation points
  • Illusion group project work time - computer lab

Week of September 24

Date Agenda Homework
Monday
  • WoKs handout from IB ToK guide
  • Journal: What argument does 12 AM make about the relative merits of the Ways of Knowing? Is this argument justified?
  • 12 AM whole group discussion and brainstorm. Our goal here is to list as many specific examples from the film of the WoKs as we can, and to examine the argument the video makes about the ways of knowing.
Wednesday
  • How sense perception is defined in ToK
  • Journal/Table groups: What are the problems of perception demonstrated in 12AM? List three and explain what the cause of the problem is with each example
  • Lecture/Discussion - Introduction to the central problems of perception
Read and annotate Henriques (online only) for Friday
Friday
  • Henriques small group discussion
Computer lab time 10.5 and 10.8

Week of September 17

Date Agenda Homework
Monday
Wednesday
  • Watch 12AM
Completed notes template and large group discussion of 12AM and knowledge - Monday, September 24
Friday
  • Watch 12AM

Week of September 10

Date Agenda Homework
Monday
  • Artificial Intelligence
Read and annotate Post truth article - due Wednesday
Wednesday
  • Review T, t & (T)? positions on knowledge.
  • Debate preparation for Friday
    • Meet with your group based on perspective T, t, (T)? and number
    • With your group, brainstorm as many arguments as you can for why your position on knowledge is correct (everybody should record this). Everyone should take notes on the brainstorm and have the brainstorm handy during the debate. Use examples from the readings and specific examples from your experience in classes at THS. Make sure everyone in your group clearly understands the knowledge position you represent. Appoint on person from each side to track participation for their side.
    • Brainstorm as many critical questions for each opposing side as you can.
    • Prepare a 1-2 minute opening statement of the reasons for your position. Agree on which people in your group will deliver the opening statement
Friday
  • Triangular debate: Is knowledge possible?
    • Debate rules:
      • Arrange chairs in the smallest triangle you can make.
      • Appoint one person for each side of each triangle to track participation (just for their side).
      • Each side should make a 1-2 minute opening statement laying our their position. This statement can be delivered by more than one person on each side.
      • After openings, follow the rules for Socratic discussion (no raising hands, be mindful of others).
      • 2 speakers from one side may not speak in a row. .
      • Make every effort to respond directly to the arguments that have come before you - notes help!
      • Your goal is for everyone on your side to contribute at least once during the debate and for the Socratic portion of the debate to last until 35 after the hour.
      • Each side will have then have 5 minutes prep time to put together their closing arguments. Closing arguments should summarize why your side won and deal with major arguments against your position.
      • Bonus participation point for all in group if debate continues to 7:35
    • Vote with your feet! Debrief

Week of September 3

Date Agenda Homework
Monday
  • No school
Wednesday
  • In your groups, share your article and how and why you can demonstrate that the claim it makes is false.
  • After each group member has shared, discuss the patterns that emerge that warn us that a claim is potentially false. What should we look out for?
  • Choose one of the articles to share with the class and one of your observations regarding how to detect falsehood.
Friday
  • Journal - on your own, what is the difference between a factual statement and an opinion? Explain and provide an example.
  • Pew test - Is it factual or is it opinion?
  • Lecture/discussion - Differentiating fact v. opinion
  • Media examples
  • Debate assignment for next week (3 groups/24 per group/3 sides per group/7-8 per side) (formal opening (3 minutes)/question scrum (30 minutes)/formal closing (3 minutes) vote with your feet
Read and annotate - Can Computers think article - due Monday, September 10

Week of August 27

Date Agenda Homework
Monday
  • Journal: Questions from the presentation on the limits of shared knowledge:
    • Can we know a culture of which we are not a part?
    • Does knowledge of religion require belief in that religion?
    • Is all knowledge based on perspective or is there a “neutral view” from which knowledge claims can be objectively judged.
  • Lecture/Discussion - Justified, true belief and its problems
Read and annotate philosophical Skepticism article - due Friday
Wednesday
  • On Monday the class raised several great Knowledge questions - "Is a priori knowledge possible?" "To what extent is our imagination limited by our prior experience?" and "Is language a necessary component to rational thought?" Nicely done!
  • Lecture/Discussion - Justified, true belief and its problems (conclude)
  • Journal/table discussion: Is JTB the best definition for what it means to know? What strengths does this definition have and what does it leave out (think carefully about this)? Be prepared to share your thoughts.
Read and annotate philosophical Skepticism article - due Friday
Friday
  • Journal - With your group, answer the following questions regarding the philosophical skepticism article:
    • What is the difference between “ordinary” and “philosophical” skepticism?
    • What does Wittgenstein mean when he says “doubt occurs within the context of things undoubted?” Is he speaking of ordinary or philosophical skepticism with this statement?
    • How are the movies The Matrix and The Truman Show used to illustrate the difference between ordinary and philosophical skepticism?
    • In what cases is philosophical skepticism warranted?
  • Discuss Journal
  • Lecture/Discussion - Three approaches to knowledge
  • Post modernism readings
For Wednesday, identify three claims that are demonstrably false (examples susceptible to "ordinary skepticism") from sources on the internet. Choose the one that is the most "interesting" and print it. Then, identify a claim that illustrates "philosophical skepticism." For each source, explain how one would go about demonstrating its falsehood or, in the case of your PS example, why no such demonstration would be possible(50-100 words each).

Week of August 20

Date Agenda Homework
Monday
  • Journal: With your group, develop and write a KQ progression that emerges from our discussion of the "Allegory of the Cave" on Friday.
  • Lecture/Discussion - The theory of knowledge that emerges from Plato's "Allegory of the Cave"
  • Journal/Small group discussion of presentation questions
For Wednesday, bring a list of ten things you know. For each item, briefly indicate what the basis for your KC is. Try to make your list as diverse as you can.
Wednesday
  • Review your group responses to the questions posed at the end of class on Monday from the presentation- Discussion of Plato's Theory of knowledge.
  • In small groups, everyone should share the lists of what they know. As a group, discuss how you might construct 3-5 categories, based on the basis for each KC, into which all of your KC could be placed. Be prepared to share your categories.
  • Use the categorizing the basis for what we know template to record both your categories and the KC that fall within each
  • Discuss categorization of KC bases
Friday
  • Journal - See presentation
  • Lecture/Discussion - Personal (PK) v. Shared Knowledge (SK)
  • Discussion of PK v. SK questions
Read and annotate justified, true belief article - Due Monday, August 27

Week of August 13

Date Agenda Homework
Monday
  • Begin reading and annotating Miller article
  • Lecture/Discussion - Knowledge claims and Knowledge questions
  • Miller article reading time

Read and annotate Miller article - Due Wednesday;

Read and annotate Plato's "Allegory of the Cave" - due Friday

Wednesday Read and annotate Plato's "Allegory of the Cave" - due Friday
Friday
  • Socratic discussion of Plato's "Allegory of the Cave"
  • Small groups - 1) What is Plato's argument? 2) How does he support this argument? 3) Is this argument valid?
  • Large group - Are WE bound in a cave looking at shadows and thinking them real? To what extent does the Allegory describe us? Discuss this using concrete modern examples.
For Wednesday, bring a list of ten things you know. For each item, briefly indicate what the basis for your KC is. Try to make your list as diverse as you can.

Week of August 6

Date Agenda Homework
Monday Read and Annotate Dweck article - Wednesday
Wednesday
  • Day 2 -Ourselves
  • If your last names starts with A-L, form a group of 4-5 on the west side of the room. If your last name begins with M-Z, form a group of 4-5 on the east side of the room.
  • Discussions in ToK - Dialog not monologue, identify your self.
  • Discussion of Dweck article
    • Small groups/answer questions in brief form in your journal - What is Dweck's argument? How does she support this argument? How does this relate to your experience in school?
    • Large group - How should the ideas in this article shape the nature and methods of education in the US? How does this article relate to this class? To what extent do you agree or disagree with Dweck's argument? Does Tracy High and the IB program foster a growth mindset?
 
Friday
  • Journal - How did yesterday's discussion go? What went well and what might be improved?
  • Formalize small groups (4 or 5 people from your half of the alphabet)
  • Lecture/Discussion - Introduction to ToK
  • Syllabus
Read and annotate Plato's "Allegory of the Cave" - Friday, August 17