ToK 11

Week of September 16

Date Agenda Homework
Monday
  • Small group discussion of Denialism article
Read an annotate Machine knowers article - Wednesday EQ - Can Machines know anything?
Wednesday
  • Split class discussion on whether machines can know
Friday
  • Triangular debate - T, t, (T)?

Week of September 9

Date Agenda Homework
Monday
  • Philosophical skepticism - Small group discussion
Read the excepts from the post modernism handout - answer only the EQ: Based on these excepts, what is the position of post modernism on the knowledge? Answer in a paragraph using quotations from the handout where appropriate.
Wednesday
  • Finish small group discussion on skepticism and relativism
Friday
  • Lecture/Discussion - Wrap up post-modernism
  • 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?
  • Record your results here.
  • Lecture/discussion - Differentiating fact v. opinion
  • Debate preparation for next Friday
    • Meet with your group based on perspective T (1, 2, 3) t (4, 5, 6) (T)? (7, 8, 9 )
    • 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.
    • 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

Read and annotate Denialism article - Monday, September 16; EQ - Why is denialism a danger to democracy?

Triangular debate - Friday, September 20

Week of September 2

Date Agenda Homework
Monday
  • No School
Wednesday
  • ToK in the news - Deep fakes and the contemporary challenge to knowledge by perception. Read the article here. What impact will this have on American society? What role does the educational system play is building what the article calls "societal resilience?" Be prepared to share your thought with the class.
Friday
  • Lecture/Discussion - Three perspectives on knowledge, pt. 1
  • 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 skepticism article - Due Monday, September 9

Week of August 12

Date Agenda Homework
Monday
  • Journal - How did Friday'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" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Wednesday
  • Lecture/Discussion - Knowledge questions
  • Small group discussion of knowers questions

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Friday
  • Finish - Lecture/Discussion - Knowledge questions
 

Week of August 26

Date Agenda Homework
Monday
  • In table 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
Wednesday
  • Journal - Are instinct and intuition the same thing? If not, what differentiates them from one another. Explain
  • Lecture/Discussion - Personal (PK) v. Shared Knowledge (SK)
  • Read ToK guide excerpt on shared and personal knowers answer the questions at the end of the shared knowers section as an annotation and be prepared to discuss these questions as a class on Friday
  • Move seats for Avid
Read ToK Guide excerpt on shared/personal knowledge. Answer the questions at the end of the shared knowledge section as an annotation for Friday
Friday Questions from the presentation on the limits of shared knowledge:
  • Can we know a culture of which we are not a part?
  • To what extent are our familiar areas of knowledge embedded in a particular tradition, or, to what extent might they be bound to a particular culture
  • 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.

Week of August 19

Date Agenda Homework
Monday List ten things you know. Try to come up with things you know in different ways. Describe the basis for each KC- Due Friday, August 23
Wednesday
  • 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
Complete the "Things I know" template - Due Friday, August 23
Friday
  • Lecture/Discussion - Finish the "Allegory of the Cave"
  • CAS pull outs

Week of August 6

Date Agenda Homework
Monday
  • No School
Wednesday

Read and Annotate Dweck article - Due Friday

EQ- How does the argument in this article relate to your experience in school?

Friday
  • Meet in D210
  • Socratic discussion of Dweck (a-ma = east; mc-z = west)
  • Discussion of Dweck article
    • Partners/answer questions in brief form on a blank sheet of paper - 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?

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Week of

Date Agenda Homework
Monday
  • 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" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Wednesday
  • Lecture/Discussion - Knowledge questions
  • Small group discussion of knowledge questions

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Friday
  • Lecture/Discussion - Finish discussion of knowledge questions
Read and annotate Plato's "Allegory of the Cave" - Monday, August 19