Ms. Teo, teacher candidate mteo@surreyschools.

ca
Supervisor: Mr. Kenny Room 212

IB Theory of Knowledge 11
I would like to acknowledge that it is a privilege for me to be doing work as a visitor on the
traditional, ancestral, and unceeded territory of the Semiahmoo, Katzie, Sto:lo, Musqueum, and
Tsleil-Watuth First Nations. This land was never given up by treaty, therefore stolen from the
original inhabitants of this land, and I work towards understanding occupation and Truth
before/and Reconciliation through my education and pedagogy.
~
“I have always thirsted for knowledge, I have always been full of questions.” – Herman Hesse

Ms. Teo
UBC IB-DP/English Teaching Candidate
[email protected]
Class blog: http://www.humanhyperbole.wordpress.com
Twitter/Instagram: @msmteo / #TTOK11
Room 212

What is Theory of Knowledge?

Theory of Knowledge, or TOK, is a course about critically engaging with the process of
knowing. In other words, we are asking ourselves, “How do I know what I know?” This question
seems harmless and easy at first, but we will come to understand that this very question
challenges what we think is true, real, and obvious, and has been the driving force of change for
thousands of years.

Philosophically, we are engaging in what is known as “epistemology” in academia, or the

study of knowledge and knowledge production. Epistemology asks us to question the
foundations of what we think we know and how we think we know these things – in other words,
we attempt to distinguish between justifiable belief and opinion. Some of our discussions will be
run like a first-year philosophy course, as my academic background is rooted in language,
theory, and philosophy.

I hope that this course will give you the tools you need to become open-minded thinkers,
persevere through challenging and rigourous material, and allow you to appreciate the
complexity of knowledge itself as something that is always changing and always growing.

Ways of Knowing
One might consider ways of knowing (or WOKs) to be the “lenses” through which we
examine knowledge. None are more important than the others – in fact, it is often the case that
we use many of these at the same time to inform our understanding of the world. The WOKs we
will be working with in TOK are:

1. Sense perception 2. Reason 3. Language 4. Imagination

5. Memory 6. Emotion 7. Faith 8. Intuition
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212

Areas of Knowledge
We use WOKs to examine Areas of Knowledge (or AOKs) in order to gain a higher level of
understanding as to how knowledge is constructed and produced. Similar to the WOKs, none are
“worthier” of study than another, as each AOK gives us the privilege of understanding the ever-
changing nature of knowledge across knowledge areas. The AOKs are:

1. Indigenous Knowledge 2. The Arts 3. Natural Sciences 4. Ethics

5. Religious Knowledge 6. History 7. Human Sciences 8. Mathematics

Aims
The aims of the TOK course are for students to:
 make connections between a critical approach to the construction of knowledge, the
academic disciplines and the wider world
 develop an awareness of how individuals and communities construct knowledge and how
this is critically examined
 develop an interest in the diversity and richness of cultural perspectives and an awareness
of personal and ideological assumptions
 critically reflect on their own beliefs and assumptions, leading to more thoughtful,
responsible and purposeful lives
 understand that knowledge brings responsibility which leads to commitment and action.

Assessment
Part 1 – “Essay on a Prescribed Title” (to be completed in Grade 12)
External Assessment (20 points) 66%
 
Students will write one essay on a title chosen from a list of six IBO-prescribed titles.  The
essay will range from 1200-1600 words in length and must be clearly focused on the chosen
topic.  Quality essays will include a coherent development of ideas with “reference to any . . .
parts of the TOK programme, to specific disciplines, or with reference to opinions gained about
knowledge both inside and outside the classroom.” 
 
Consistent referencing is expected to acknowledge the use of outside sources and a
bibliography must be submitted.  The TOK teachers will serve to encourage and support the
student as they engage in the process of writing the TOK essay.  The writing, however, is the
sole responsibility of the student.  Authenticity will be ensured through close monitoring. 
   
Part 2 – “The Presentation” (to be completed Grade 11)
Internal Assessment (10 points) 33%
 
Students will make at least one oral presentation to the class.  Students will select their
topics for the presentation and be guided by teacher conferencing if necessary.  Presentations
will require approximately 10 minutes of class time with ample opportunity for class discussion
and questions to follow. 
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212
Part 3 – Semiahmoo Assessment (report card marks)
1. Journals (3 entries x 3 submissions) & 1-2 in-class essays (300-500 words on a prescribed
topic): 25 %
2. Practice TOK Essay: 20%
3. Mini presentations & discussions: 25%
4. The TOK oral presentation: 30%

Final TOK marks: A = 3 pts, B = 2 pts, C = 1 pt, D = 0 pts, E = 0 pts

Class Blog
The class blog is up as a way for you to access any PowerPoints, handouts, homework dates,
etc. This is the best place for you (outside of class) to access any material I hand out in class.
Sometimes I’ll blog about what we’re thinking about for the week and give you a couple of
additional resources which you can indulge if you wish, though this will depend on my
workload.

Academic Integrity
The integrity of academic work depends on the honesty of all those who work in this
environment and the observance of accepted conventions concerning such practices as
acknowledging the work of others. You are expected to complete your own work and to submit
work that has been prepared for this class only. Students need to become familiar with the many
different forms that plagiarism can take, including accidental and intentional plagiarism.
Plagiarism, submitting or presenting the work of another person as if it were one’s own, or
submitting work prepared for another class taken very seriously. Please familiarize yourself with
Semiahmoo Secondary School’s policy on intellectual dishonesty:

https://www.surreyschools.ca/schools/semi/About/PoliciesProcedures/Documents/POLICIES
%20AND%20PROCEDURES.pdf

Attendance
If you are away, please try to give me as much notice as possible. I would prefer that you
email me and talk to me in person, but in a case where this is not possible (i.e. if you are sick),
please ensure that your parents call the school. You can check the class blog for anything you’ve
missed, and you are free to ask your peers and myself when you return.

*About the Land Acknowledgement

Students receive a breakdown in the first week regarding my reasoning behind including a
land acknowledgement in my work as a Canadian educator. In summary (adapted from
https://students.ubc.ca/ubclife/what-land-acknowledgement):

 The land on which Semiahmoo Secondary is situated is traditional because it was

traditionally used and occupied by the First Nations who shared this land.
 The land on which Semiahmoo Secondary is situated is ancestral because it was handed
down from generation to generation.
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212
 The land on which Semiahmoo Secondary is situated is unceeded because it was never
given up by treaty or other agreement.

I am recognizing that the actual history of our country is something incredibly intricate and
to be examined – our land’s story did not begin when we were founded as a country in 1867. I
am afforded rights that are not given to the people whose ancestors were here long before any
settlers. I am able to live comfortably because in the past, before I was born, something was
forcibly taken away from the people who were here first. I want to recognize the sacrifices that
were made by Indigenous people for my freedom, the trauma they had to endure during that
process, and I want to ensure that we move towards a society in which everyone is treated well.
For more information, I would like to direct you to
https://indigenousfoundations.arts.ubc.ca/home/, http://aboriginal.ubc.ca/, and https://native-
land.ca/, as they have a wealth of knowledge that have taught me as well!

TOK Topics
Questions will be at the core of this Theory of Knowledge course – questions raised in both
ancient and contemporary society.  A sampling of questions adapted from the IBO Diploma
Programme Guide for TOK is listed below to provide insight to the discussions which will lead
instruction throughout the course of the two semesters.
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212

Introduction to Knowledge – Knowers and Knowing

 How does belief differ from knowledge?
 What are the differences between the following:  information, data, belief, faith, opinion,
knowledge, and wisdom?
 How is knowledge gained?
 In what ways do personal experience and ideological bias influence the formation of
knowledge claims?
 How are knowledge claims justified?
 Does “making a knowledge claim” carry an obligation or responsibility for the knower?

Ways of Knowing – Perception, Language, Reason, Emotion, Imagination,

Intuition, Memory, Faith
 In what ways does the biological constitution of a living organism determine, influence,
or limit its perception?
 What is the role of culture and language in the perceptual process?
 How, and to what extent, might expectations, assumptions and beliefs affect perceptions?
 Is it possible to think without language?  How does language extend, direct, or even limit
thinking?
 How does language come to be known?  Is the capacity to acquire language innate?
 Is it reasonable to argue for preservation of established forms of language?  Is it
reasonable to ask for one language common to the whole world?
 What constitutes “good reason” and “good arguments”?  What is the value of learning to
distinguish between valid and invalid arguments?
 Does the nature of reason vary across cultures?
 Does knowledge always requires some kind of rational basis?
 What role does formal logic play in arriving at, and justifying knowledge?
 Are emotions an obstacle in the pursuit of knowledge?
 Can feelings have a rational basis?  Is “emotional intelligence” an oxymoron?
 Can emotions be classified as “good” or bad”?  Do emotional responses emanate from
cultural influences?
 Can there be creativity without emotion?
 Is an action morally justifiable if it feels right? 

Areas of Knowledge

Mathematics
 Guiding Questions
o What does calling mathematics a “language” mean?
o Is it reasonable to claim that mathematics is effective in accounting for the
workings of the physical world?
o What impact have major mathematical discoveries and inventions had on
conceptions of the world?
o Does mathematics exhibit an aesthetic quality?
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212
o If mathematics did not exist, what difference would it make?

Natural and Human Sciences

 Guiding Questions - NS
o Can the word “science” mean somewhat different things in different languages?
o What is meant by the scientific method?  Is the scientific method a product unique
to western culture, or is it universal?
o What is the role of creativity in the sciences?
o How does the social context of scientific work affect the methods and findings of
science?

 Guiding Questions - HS
o What kinds of knowledge are usually included in the category of “human
science”?
o Is it reasonable to think that human behaviour can be studied scientifically?
o Can human behaviour be usefully classified and categorized?
o In what ways might social, political, cultural, religious, and gender factors affect
the types of human science research that is financed and undertaken, or rejected?

History
 Guiding Questions
o What is history?  Is it the study of the past or the study of records of the past?
o Is all knowledge, in a sense, historical knowledge?
o How far can we speak with certainty about anything in the past?
o In what ways has technology affected the study of history?
o What is the role of the historian?  Does the historian record history, or create it?
o Why study history?  Is it possible to know who we are without knowledge of the
past?
o About whom is history written?  Why do selected past events appear in books as
historically important while others are ignored?

The Arts
 Guiding Questions
o What is the origin and nature of a sense of beauty?  Is this sense specific to the
individual or to the culture, or is it universal?
o What roles do the arts play in people’s lives?  Are these roles unique to the arts?
o What is the proper function of the arts?
o Is originality essential in the arts?
o Does art, or can art, tell the truth?
o How is “good art” recognized or decided on?
o Does the artist carry any moral or ethical responsibility?
o What knowledge of art can be gained by focusing attention on the work itself, the
audience’s response, or the social context?
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212

Ethics
 Guiding Questions
o What characterizes a moral judgment?  In what ways might a moral judgment
differ from other judgments?
o What is the difference between “morality” and “ethics”?  Is ethics concerned
primarily with what is or what ought to be?
o What is the source of the sense of “right” and “wrong”?
o Does living a moral life matter?
o What ethical issues are raised with the advent of the Internet?
o Can the practices of one society be judged with any validity by applying the
values of another generation or another culture?  Do some values seem to be
universal, or nearly so?
o Is service to others, in whatever form, a moral obligation?
o Are there ethical obligations for humanity to treat the natural environment in a
certain way?
o Does the possession of knowledge carry an ethical responsibility?
o Is politics primarily concerned with what is or what ought to be?
o When the moral codes of individual nations conflict, can criteria be developed for
an international morality that transcends them?

Indigenous Knowledge Systems

 Guiding Questions
o What does it mean to be “indigenous”?
o What is “indigenous knowledge”?
o What the difference between indigenous and “western” knowledge?
o How does indigenous knowledge intersect with other TOK areas of knowledge?

Religious Knowledge Systems

 Guiding Questions
o What is the subject matter of religious knowledge?
o What are its goals?
o What does it contribute to knowledge overall?

Culture
 Guiding Questions
o What beliefs or knowledge, if any, are independent of culture?
o Consider the movement to embrace “cultural diversity.”  Is this purely an
American phrase?  What does cultural diversity “look like” around the globe?
o How do beliefs about the world and beliefs about what is valuable, influence the
pursuit of knowledge?
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212
o Does some degree of unjustified belief exist within each element of the TOK
diagram?
o In the absence of evidence, is certainty possible?
o Is there such a thing as “false knowledge”?
Ms. Teo, teacher candidate [email protected]
Supervisor: Mr. Kenny Room 212