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Theory of Knowledge TOK

Theory of Knowledge TOK. TOK Camp 2013 – TOK Presentation Preparation Part 3. The presentation. The presentation is the first of the two assessments for TOK. You can do your presentation as an individual, or in a group of 2. Either way, each speaker has to speak for 10 minutes.

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Theory of Knowledge TOK

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  1. Theory of KnowledgeTOK TOK Camp 2013 – TOK Presentation Preparation Part 3

  2. The presentation • The presentation is the first of the two assessments for TOK. • You can do your presentation as an individual, or in a group of 2. • Either way, each speaker has to speak for 10 minutes. • The presentation involves skills, knowledge and understandings that will be directly applicable to the second assessment: the essay. • The presentation is internally assessed (assessed by your TOK teachers) whereas the essay will be externally assessed.

  3. The basic structure of the presentation

  4. Topic for the rest of this presentation: Once I have developed my knowledge issue, how do I relate it back to my original (and other) real life situation(s)?

  5. Real life situation • Adrian Ernest Bailey being on parole at the time he raped and murdered Jill Meagher.

  6. Knowledge issue • First attempt: Can a person change their values over time? • Closed • Not explicitly about knowledge • Second attempt: Under what circumstances can our value systems be undermined or revised? • Third attempt: It what ways can shocking incidents cause us to reassess the values that we hold?

  7. Development of the knowledge issue 1 • What values are at play, in the Adrian Ernest Bailey case? • Value of human life • Value of women • Value of privacy • Value of human freedom • Value of security

  8. Development of knowledge issue step 2 • It what ways can shocking incidents cause us to reassess the values that we hold? • What impact does it have on the family of the victim? • Could the emotional impact of such an event cause you to place the value for justice (revenge) above the value of human life? • Reason can overcome our emotional responses: if our previous values were reasonable, they should not change in response to such a situation. • Immediately after the Boston Marathon Bombing, I felt as though the perpetrator should be subject to the death penalty. • However, after giving the matter more though (application of reason and prior knowledge) I returned to my original value system.

  9. Development of knowledge issue step 3 • What impact could such incidents have on the general public? • Could an increased level of perceived danger amongst the public cause the public to value security over privacy? • Claim: Yes, privacy is useless if we do not have the security to enjoy it. • RLS: In the immediate aftermath of the crime the Victorian State Government released funds to local councils to increase the level of video situation. • Counterclaim: The media can give a false impression of the prevalence of violent crime. • If we conducted further research – or simply trusted our own direct experience – we might not be so worried. • 1984 – How does this novel relate to the discussion?

  10. Development of knowledge issue step 4 • What are our general findings/conclusions? • Our values are set/revised by a combination of WOKs, including emotion, reason, sense-perception. • Intense experiences often cause temporary, emotionally-based revisions in values. • Later applications of reason and sense perception often cause the original value system to be restored.

  11. Stage 3 of the presentation: Applying the findings/outcomes from your development to real life

  12. The basic structure of the presentation

  13. Back to real life: I Shall Not Hate • In his book I Shall Not Hate, IzzeldinAbulaish, described his journey following the murder of his daughters by the Israeli military in 2009. • Rather than seek revenge, he called for dialogue amongst people in the region.

  14. Back to real life: Malcolm X • Counterclaim: Before his pilgrimage to Mecca, Malcolm X preached hatred against white Americans. • His time in Mecca – where he saw people of all races sharing an intense religious experience – brought about a profound and lasting change in his attitudes towards other races.

  15. Activity • Writing exercise: • Think of a instance in which a highly emotional reaction to a situation caused you to revise your fundamental beliefs about value. • Was it a lasting or a temporary change? • Why do you think it was lasting/temporary?

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