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This essay explores the influence of language on knowledge formation and acquisition, particularly in relation to the ways of knowing and subject areas studied in the Theory of Knowledge (ToK) course. It examines how language affects perception, reasoning, and communication, and considers the limitations and opportunities that language presents in our quest for knowledge. The essay also highlights the importance of an independent and personal approach to understanding and examining knowledge issues.
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Titles You have to choose your title (from a selection of 10 issued by the IB) and produce an essay of 1200-1600 words. The titles should have obvious connections to the ways of knowing and subject areas we look at in ToK. But when you begin writing the essay it is unlikely that you will have completed the entire course. This is why an independent approach is particularly important.
Choose… It sounds obvious but you must choose a title to which you feel attracted. You might not feel you know a great deal about it yet, but that doesn’t matter. Don’t choose a title which has a very strong focus on a subject which you do not study at IB. You are unlikely to write a good History based ToK essay if you no longer study History
Plan Make sure you understand the question: about what exactly are you being asked to give your view? Identify: ● Appropriate WOKs to discuss as you address the question ●Appropriate subject areas to discuss as you address the question.
Unfortunately this ToK candidate has misunderstood ‘WOK’ in this context. (…sorry about that….)
(A) Understanding knowledge issues • A relevant knowledge issue is one that directly relates to the prescribed title undertaken, or one that the essay has shown is important in relation to it. • Depth of understanding is often indicated by drawing distinctions within ways of knowing and areas of knowledge, or by connecting several facets of knowledge issues to these.
(B) Knower’s perspective • To what extent have the knowledge issues relevant to the prescribed title been connected to the student’s own experience as a learner? • Does the student show an awareness of his or her own perspective as a knower in relation to other perspectives, such as those that may arise, for example, from academic and philosophical traditions, culture or position in society (gender, age, and so on)? • Do the examples chosen show an individual approach consciously taken by the student, rather than mere repetition of standard commonplace cases or the impersonal recounting of sources?
(C) Quality of analysis of knowledge issues • What is the quality of the inquiry into knowledge issues? • Are the main points in the essay justified? Are the arguments coherent and compelling? • Have counterclaims been considered? • Are the implications and underlying assumptions of the essay’s argument identified?
(D) Organization of ideas • Is the essay well organized and relevant to the prescribed title? • Does the use of language assist the reader's understanding and avoid confusion? Are central terms explained or developed clearly in a way that assists comprehension? • Note: This task is not a test of “first language” linguistic skills. No account should be taken of minor errors unless they significantly impede communication. • When factual information is used or presented, is it accurate and, when necessary, referenced? “Factual information” includes generalizations. • If sources have been used, have they been properly referenced in a way that allows them to be traced?
Planning Follow your teacher’s guidance on planning. Provide detailed plans and drafts as required. If you skip these parts, or do them in a superficial way, your essay will lack organisation, and a lack of clarity/ detail at these important stages means that your teacher will not be able to give you as much guidance as those who are showing her/ him detailed plans.
Writing “Formal / Academic” essays: basic plan(e.g. “Essay” questions in History, Geography, Science, English, extended essays and TOK essays) INTRODUCTION: Introduces the TOPIC or interprets the QUESTION and mentions the different ASPECTS which will be covered in the essay WITHOUT giving details. MAIN BODY: Presents a LOGICAL PROGRESSION of ASPECTS of the topic, along with EXAMPLES, EXPLANATIONS and INTERPRETATIONS of meaning, ARGUMENTS in support of a point of view and / or COUNTER ARGUMENTS. CONCLUSION: EVALUATES the evidence and presents your OPINION or your CHOICE in the matter with PERSONAL REASONS for your decision.
For ToK specifically.. • What to put in the Introduction: Make sure the key concepts you use are discussed in the introduction along with a statement of the Knowledge Issues and a brief statement of your position. You should give the reader some helpful signposts here about how you will deal with the issues raised in the Title. • What to put in the Body of the Essay: The arguments and main examples should appear in the body of the essay. Here you should give some detailed support for your position. Then there should be some anticipation of possible weaknesses in, or objections to, your position. • What to put in the Conclusion: The conclusion should state an evaluation of the arguments presented and the implications of this. There should be an answer to the question "So what?" For example you could end with a 'forward looking view'. (Source: Ric Simms - http://uwcac.org.uk/acad/thok/tentips_e_2.htm)
Meaningless Statements: …such as "Since the dawn of time man has been obsessed with knowledge". The essay does not need a romantic lead-in so you should start it straight away. Like a film the first paragraph should be packed with TOK Action.
Gross Unsubstantiated Generalizations …such as "Americans see wealth itself as a moral good". Be very careful with the use of the word ‘all’. Check carefully what it is you want to say. Ask yourself whether it is necessary for your essay to make such a sweeping statement? The embodiment of moral good -according to ALL Americans.
Pseudo-examples These are fictional examples usually based on stereotyping - "An Israeli would regard the Defensive Wall as necessary while a Palestinian would see it as an infringement of his basic human liberties". Rather than relying on fiction, try and find a statement made by a real Israeli and a real Palestinian. Worse are examples which typecast Areas of Knowledge, such as "A scientist would look at the statue and try to work out the forces in it while an artist would react emotionally to it" or "All scientists are atheists” and “religious believers are highly emotional and prone to superstition".
Dictionary Definitions These are usually not at all helpful in clarifying TOK concepts. These are best dealt with in your own terms. It is better for you to explain what you understand as 'knowledge' as opposed to 'belief', 'subjective' versus 'objective', 'inference' as opposed to 'deduction'? On the whole avoid being 'bogged down' by definitions. If one had to define Art before writing any essay on it then one would hardly get anywhere at all.
Avoid Taking Examples from Textbooks or Quoting Philosophers Textbooks used in a authoritative way, without critical evaluation, often lead to poor TOK essays. The examiners are interested in what you have to say not the author of a textbook or a philosopher. If you use a textbook or quote a philosopher make sure you stand back and look critically at what is said. Do you agree with the author or philosopher - if yes, why? - and if not, why not?
And my personal bugbear Avoid boring tired examples…. For example –The Nazis and The Holocaust. (Look up Godwins Law.) There is an internet site devoted to collecting unnecessary or silly comparisons between the subject under discussion and Hitler/ The Nazis. http://www.justlikehitler.com/ ..others include –flat earth/ round earth -the discovery of penicillin zzzzz….
Resources and research Sources should be varied –a bibliography containing only websites does not impress. If you use a website, be prepared to justify it in terms of its academic reliability and validity. Ask: your ToK teacher; teachers connected to the subject areas which feature in your essay; Librarians; relevant interviewee(s) Keep your eyes open and read all material with your ToK topic in mind. Make sure you understand exactly what plagiarism is and how to avoid it. Cite and reference in MLA style.
Sources Image (Rodin’s ‘The Thinker’) http://www.forgottentreasurez.com/catalog/rodin%20thinker.jpg Wok/ chef image http://eilatnature.com/restaurant/images/Wok-Chef.jpg Essay Criteria IB ToK course guide “Things to avoid” by Ric Simms http://uwcac.org.uk/acad/thok/tentips_e_2.htm http://www.justlikehitler.com/ Thinking boy image http://pro.corbis.com/images/42-17015663.jpg?size=572&uid=%7B2F9A4FE0-9812-4E1B-8AE9-44E0A7F5902A%7D No Entry sign/ image http://www.freefoto.com/images/41/01/41_01_3---No-Entry_web.jpg
Sources contd. Simpson cartoon http://www.geocities.com/invictusdomini/insert_brain.gif Paris Hilton image http://images.starpulse.com/pictures/2008/02/17/previews/Paris%20Hilt on-EKP-003190.jpg “Miracle”cartoon http://www.sciencecartoonsplus.com/images/miracle3.gif Dictionary image http://www.pelangibooks.com/admin/pics/series/SBSGDE04.jpg Yawning baby image http://www.nobodyasked.com/wp-content/uploads/2006/12/WindowsLiveWriter/Pandiculation_498F/yawn2%5B3%5D.jpg
