What+the+TOK+Syllabus+says+about+knowledge


 * What the TOK Syllabus has to say about … Knower’s and Knowledge **
 * Questions about … the Nature of knowing **
 * In English there is one word “know”, while French and Spanish, for example, each has two (savoir/connaître and saber/conocer). In what ways do various languages classify the concepts associated with “to know”? Does this mean that knowledge means a different thing to speakers of different languages?
 * In English, French, Spanish or Chinese, for example, what is the relationship between the different ways of expressing “know”: “they know of it”, “they know about it”, “they really know it”, “they know that person”, “they know that this is so”, “they know how to do it”? Are there other ways of using the verb “to know”?
 * How do “believing that” and “believing in” differ? How does belief differ from knowledge?
 * What are the differences between the following: information, data, belief, faith, opinion, knowledge and wisdom?


 * Questions about … Knowledge communities **
 * In the TOK diagram, the centre is represented as both an individual and a group. To what extent can we distinguish between knowing as an individual and knowing as a group or community enterprise?
 * How much of one’s knowledge depends on interaction with other knowers?
 * Are there types of knowledge that are specifically linked to particular communities of knowers? · To what extent can we act individually in creating new knowledge? What are the strengths of working in a knowledge community? What are the dangers?
 * Is common sense just what is taken for granted in a community? How can we decide when to question common sense?
 * Presented with the belief system of a community of knowers, how can we decide what we personally believe? How can we decide which beliefs we ought to check further? In the end does it just amount to a question of trust? If so, how can we decide who to trust, and on which issues?
 * Do we need to grow up in a human community in order to develop ways of knowing (sense perception, language, reason and emotion)? Or are we born “hard wired” to be able to use them? Is community more important in some ways of knowing than others?
 * In what sense is a community of knowers like bees constructing the labyrinths of their hive or a group of builders constructing a building?
 * Do knowledge claims transcend different communities or cultures? What differences exist between public and private justifications? To what extent might this distinction between private knowledge and public knowledge be culturally dependent?


 * Questions about … Knowers and sources of knowledge **
 * How is knowledge gained? What are the sources? To what extent might these vary according to age, education or cultural background?
 * What role does personal experience play in the formation of knowledge claims?
 * To what extent does personal or ideological bias influence our knowledge claims?
 * Does knowledge come from inside or outside? Do we construct reality or do we recognize it?
 * “Whoever acquires knowledge and does not practise it resembles him who ploughs his land and leaves it unsown.” (Sa’di) Are there responsibilities that necessarily come with knowing something or knowing how to do something? To whom might these responsibilities be owed?
 * In what sense, if any, can a machine be said to know something? How can anyone believe that a machine can think?
 * When a machine gives an instruction to press a certain button to make it work, where is that knowledge or awareness located? Does technology allow some knowledge to reside outside the human knower? Is knowledge even a “thing” that resides somewhere?


 * Questions about … Justification of knowledge claims **
 * · “If the frog tells you that the crocodile is dead, do not doubt it.” What might this Ghanaian proverb suggest about who it is that provides the justification for a knowledge claim?
 * · What is the difference between “I am certain” and “It is certain”? Is conviction sufficient for a knowledge claim to be validated?
 * · What are the implications of accepting passionate, personal belief as knowledge?
 * · How are knowledge claims justified? Are the following types of justification all equally reliable: intuition, sense perception, evidence, reasoning, memory, authority, group consensus, and divine revelation?
 * · Why should time be taken to assess critically the nature of knowledge claims?


 * Links to the Areas of Knowledge **
 * · Do the images of a web, building blocks, concentric circles, a spiral, or a grid make a convincing description of the interconnections in the ways of knowing and areas of knowledge? In what ways might these metaphors be useful?
 * · To what extent is knowledge about the past different in kind from other kinds of knowledge?
 * · Does making a knowledge claim carry any particular obligation or responsibility for the knower?