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    Year 5 TOK Lesson 4

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    venkatesh.pranauv

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    Year 5 TOK Lesson 4

    Uploaded by

    venkatesh.pranauv
    3 views20 pages

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    Download as pptx, pdf, or txt
    3 views20 pages

    Year 5 TOK Lesson 4

    Uploaded by

    venkatesh.pranauv

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 20

    TOK Lesson 4

    Knowledge Framework
    ● tool for analysis and comparison between
    different AOKs
    ● Think across AOKs
    Bias &
    perspectives
    What does it mean to be ‘biased’
    about something?

    How might being biased prevent us


    from achieving the aims of providing
    multiple perspectives?
    20 key biases
    1. Anchoring
    1 bias 2. 2Availability 3.3Bandwagon effect 4.
    4 Blinds-spot bias
    heuristic
    5. Choice support 6. Clustering illusion 7. Confirmation bias 8. Conservatism bias
    bias
    9. Information bias 10. Ostrich effect 11. Outcome bias 12. Overconfidence

    13. Placebo effect 14. Pro- innovation 15. Recency 16. Salience
    bias
    Pair up and 18.
    17. Selective research on the biases.19.
    Stereotyping Choose 2 that stand
    Survivorship biasout20.
    to Zero-risk bias
    perception you and explain how they can be exploited to create ‘new’
    knowledge
    Be an outsider?

    What does Julia Galef


    mean by “looking at a
    problem as an outsider”?

    How can this help us


    overcome unconscious
    biases?
    Identity and Power (What helps to define someone)

    ● Rituals
    ○ where and what habits and cultural practices people partake
    in
    ● Relationships
    ○ meaningful bonds that one creates with others
    ● Restrictions
    ○ what is stopping a person from fully viewing a particular
    knowledge (for example, your identity is not merely your
    nationality
    Scope
    ● The extent and limit of the AOKs and
    how it fits in with the whole total of
    knowledge
    ● also looks at the scope of problems
    and solutions that an area of
    knowledge addresses
    ● Context where knowing how to solve
    a problem may be more important
    than knowing about the problem itself

    ● What is the limit of our knowledge?


    ● How do we distinguish the extent of our
    knowledge?
    Defining ‘The ability of a healthy mind to think and

    reason
    make judgments, especially based on practical
    facts and valid evidence’
    (from the Cambridge English dictionary)

    ● Based on this definition, which areas of


    knowledge do you think most rely on our
    ability to ‘reason’?
    Types of reasoning:
    syllogisms
    Points to consider:

    A syllogism is a type of deduction, and when


    followed correctly, produces a certain conclusion:

    ● Premise 1: All humans are mortal


    ● Premise 2: Socrates is a human
    ● Conclusion: Therefore, Socrates is mortal

    But, if one of the premises is not certain, it leads to


    a flawed conclusion:

    ● Premise 1: The IB Diploma requires you to


    work hard
    ● Premise 2: Juan is an IB Diploma student
    ● Conclusion: Juan works hard
    Flawed reasoning: logical
    fallacies
    A logical fallacy is a failure in reasoning that leads to an argument being
    invalid. They are like cracks in the foundation of a building: if they are
    present, the building is going to fall down. So detecting fallacies is a very
    important part of making yourself critically skilled: if you know what
    fallacies are, you can both avoid making them yourself when you present
    an argument, and spot them when others are using them.

    A formal fallacy:

    Some IB students study History

    John is an IB student

    Therefore, John is studying History

    This is a fallacy because although we can say that it is possible that John is
    studying History, we cannot say that with certainty, because only some IB
    students study History. Therefore, there is a problem with the logic of the
    structure.

    An informal fallacy:

    TOK teaches people how to argue

    People argue all the time


    Emotion Reason
    A strong feeling such as love or The ability of a healthy mind to think
    anger, or strong feelings in general and make judgments, especially
    based on practical facts
    ● Like a lot of men, he finds it hard to
    express his emotions ● We humans believe that we are the
    ● My mother was overcome with only animals to have the power of
    emotion and burst into tears reason
    ● The British traditionally tend not to
    ● He lost his reason when both his
    display much emotion in public parent were killed in the crash
    ● An as actor he could communicate a
    ● And did reason prevail over
    whole range of emotions emotion?
    ● He argued that morality could be
    conceptualized as a series of
    LOOKING AT THE RELATIONSHIP VIA LANGUAGE Do these
    principles definitions
    based on humansuggest
    reason
    an antagonistic or a complementary relationship? Focus on the words in blue to help
    you answer this question.
    Moral/ Ethical influences
    How did you develop the ability to ‘morally navigate’ the
    world?

    Video
    ethics
    Defining (ˈɛθɪks)
    n
    ethics 1. (Philosophy) (functioning as singular) the philosophical
    study of the moral value of human conduct and of the rules
    and principles that ought to govern it; moral philosophy. See
    Read the dictionary
    also meta-ethics
    definition of ‘ethics’.
    2. (functioning as plural) a social, religious, or civil code of
    Where does the behaviour considered correct, esp that of a particular group,
    profession, or individual
    definition seem to
    place the 3. (functioning as plural) the moral fitness of a decision,
    course of action, etc: he doubted the ethics of their verdict.
    responsibility for
    ethics - on individuals, ˈethicist, eˈthician n

    or groups of knowers?
    ‘Empathy’
    What does it mean
    when we say ‘using
    empathy’ to
    understand something?

    Give an explanation,
    supported by examples
    of how empathy might
    give us an insight into
    other people’s
    experiences

    How important is it to
    use our empathy when
    making decisions
    Responsibility

    Are there certain


    ‘moral rules’ that
    everyone has a
    responsibility
    to follow? Can
    you give any
    examples?

    What problems
    might we
    encounter in
    trying to impose
    Freedom of
    belief?
    To what extent do you think we
    should be allowed to believe what we
    want?

    Should there be any limits to this?


    (Moral) Watch the short video. Draw up a list
    of pros and cons of being a relativist.
    relativism Include the following terms and
    examples in your answer.

    ● Culture
    ● Absolute truth
    ● Moral rules & social customs
    ● Right
    ● Ethnocentric - imposing your own
    set of rules on other cultures
    ● Examples - bullfighting, customs in
    ancient Rome, Nazi Germany
    ● Video here.

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