If you are unsure about picking objects for your TOK exhibition, take a quick look at the article below: The TOK Exhibition . Follow the link below to take you to knowledge & the knower. As for how its related to the prompt, I plan on exploring a greater force out there and is this force unknowable and not whether she painted it. Learn about how the exhibition is marked, and the skills you are expected to demonstrate in order to succeed. Its fairly easy to argue that there are no uninteresting people: Consider making a list of uninteresting people; one of those people will be the youngest and being the youngest uninteresting person is, itself, interesting so they should be removed from the list. This brain-hurting theorem was developed by Kurt Gdel. The veracity of such emotions are unknowable. The question if there are unknowable things with our current technology is easy to answer yes, there are, but as it is impossible to predict the future, it is impossible to say whether these things will remain such. Change). Our limits of comprehension may result from insufficient technology or lack of prior knowledge in this matter. Neither the Guide nor the Teacher Support Material makes specific mention that the three objects should be of distinct types. Your exhibition should explore either the core theme or one of the optional themes. I have difficulties coming up with Would a scale model of an object, for example Angkor Wat, work as an object? For a start, there is more than one infinity. For example, how many positive, whole numbers are there? Now customize the name of a clipboard to store your clips. So I decided to put in different perspectives to explain its real world context and he said it was a good idea. It has been confirmed experimentally, that many quantum particles behave this way they have no exact state until observed, with each state having a certain probability, just like the cat. This would seem to license, then, photographic images as synecdoches for larger wholes. How many grains of sand in the whole world. What role does imagination play in producing knowledge about the world? My teacher said its fine, but Ive been looking at examples on the Internet and Im beginning to feel anxious that mine arent unique enough plus the draft is also due in two days aAaaAhHH. But what happens, when we find out exactly how brains work? Of course, in one sense all objects "stand in for" something "abstract" ("knowledge of/in X"), and are thus implicitly conceptual in any case, but the point here, as in everything we do in TOK, is that the physical objects illuminate some knowledge issue or other - the focus of the student analysis and discussion has to be . So far, weve described things we know to be unknowable (if that makes sense). If we invent a hypothetical entity, define it as supernatural and claim that it is impossible to prove its existence by mere humans, it can become something unknowable. Every experience that I have with happy people looks like Amrozi Unknowable Thing: Whats the smallest positive integer not definable in under eleven words? Double-dipping refers to using the same complete piece of work for more than one assessment. Any object you pick must be specific and personal to you. To illuminate it, I have to fire photons at it, when a photon hits the particle, the particle will be moved by the photons so by trying to measure its position, I change its position. What challenges are raised by the dissemination and/or communication of knowledge? The TOK exhibition object 3 is a case of our knowledge about astrology. While some may claim that the object fits in another AOK, i.e. Some of the prompts included: Are some things unknowable? But there is a difference between things we dont know and things that cant be known. From the tiny scale of subatomic particles to the scale of the universe itself, there is information that is physically unknowable. How might the context in which knowledge is presented influence whether it is accepted or rejected? 19. You have to complete the exhibition individually (no group work!) These cookies are necessary for the website to function and cannot be switched off in our systems. This website uses cookies so that we can provide you with the best user experience possible. I am in need of help to figure out what objects to use. However, as during nearly the whole of our history, there have been fruitless attempts to prove and disprove the existence of such a god, Blaise Pascal argues that regardless if God exists, it is worth believing. What is the relationship between knowledge and culture? Darwin theorized that facial expressions evolved to contribute to civilization. The Guide offers the following comments regarding what counts as an object: An extremely wide variety of different types of objects are suitable for use in a TOK exhibition (p.41). This subreddit encourages questions, constructive feedback, and the sharing of knowledge and resources among IB students, alumni, and teachers. We are using cookies to give you the best experience on our website. A photograph of a museum exhibit, such as a historical treaty, where it would not be practical/possible for them to exhibit the physical object (IBID.) In addition, since the assessment instrument places a certain emphasis on their interconnectivity (Links between each of the three objects and the selected IA prompt are clearly made and well explained, [Guide p.47]), it makes sense that we encourage students to choose three objects which both individually and collectively illuminate the epistemological issues in the IA prompt. The metaphor of black swan is used to describe an event that comes as a surprise, has a major effect and is often inappropriately rationalized after the fact with the benefit of hindsight. As it is a requirement of the new syllabus, there was a lot of ambiguity surrounding examples of what would, or wouldnt be considered an acceptable object for students to pick. Aside from the examples given of what sorts of things objects can be, the Guide only delimits this consideration in the following ways: Students are encouraged to choose objects that are of personal interest and that they have come across in their academic studies and/or their lives beyond the classroom (Guide, p.41), and The specific real-world context of each object is extremely important to the task. Should some knowledge not be sought on ethical grounds? The Guide is clear that objects cannot be tailor-made specifically for the Exhibition: They may be objects that the student has created themselves, but they must be pre-existing objects rather than objects created specifically for the purposes of the exhibition (p.42). Are some things unknowable? and so on. what could be some good objects to answer the ToK prompt "are some things unknowable?" It is assessed internally, but moderated externally. This gave rise to the theory that the universe is deterministic so no point in life, since we're also made of particles. When you upload your exhibition files, youll obviously include an image for each of your objects. Those extra three points are easily attainable if you get an A in TOK!Get an A in TOK is my channel where I breakdown International Baccalaureate Diploma Programme Core course Theory of Knowledge. Also, there is a potential danger to visit the site. Once you have chosen the prompt, you should start. In what ways do our values affect our acquisition of knowledge? I really dont. The influence of the virtuous rhetoric - Maura PG. Mobius strip made with oven baked modeling clay. ; The objects may be digital rather than physical objects. As has been mentioned elsewhere, perhaps the soundest approach to take, until the first cohort of students has been examined and the moderators feedback and the Subject Report have been issued and thus we have more feedback on questions such as this is to encourage use of the types of objects exemplified in the Guide (p.42) and the samples provided in the Teacher Support Material. What counts as a good justification for a claim? This is called Berrys paradox and in fact, its a kind of sleight of hand with language were subtly moving from naming numbers to describing them, but still no-one can come up with that number! One of the simpler levels is that a being is aware that it exists. Find out about the IA prompts used to write your exhibition commentary, and tips on choosing the right one. It has been said that the problem with peoples perception of the universe is that our brains are only used to dealing with small numbers, short distances and brief periods of time. Does all knowledge impose ethical obligations on those who know it? Chaitins constant is an example of what seems normal and sensible to a mathematician, but crazy sounding to the rest of us. 3. How important are material tools in the production or acquisition of knowledge? Basically, the idea is to retrieve the telegraph machine from the shipwreck to solve the unknown facts that happened at the night when the Titanic sank. This can help to provide an accessible starting point for students and can provide a focus to help students narrow down their choice of potential objects (Guide pp.3940). Not even close. With the scientific method and increasingly more complex new technologies we discover more and more things about the world around us. Why might that be UNKNOWABLE (as opposed to unknown). He has two categories: Things as they appear to us through the mediation of our sense, or in other words, empirical reality, and noumena, things as they actually are in an unknowable objective reality. This brain-hurting theorem was developed by Kurt Gdel. So, bearing this in mind, come back to the present day there might be true things about the universe that we can never know. It will be equally likely for someone to believe that this idea is a part of our world, as for another to claim that it is just a thought. We often invalidate and consider some things unknowable, even though theyre not, and on the other hand, we tend to make assumptions or forecasts on inherently unknowable matters, ranging from such a simple thing as the future to more complex paradoxes or cognitive limitations. The same prompts remain available for the duration of this specification (this means that they don't change every year, as opposed to the essay titles). The short answer is that, provided the model was not made specifically for the TOK Exhibition, and there is a clearly communicable context for it (made as part of my Visual Arts class, made when I was in primary school, made as an entry for a model-making competition in Grade 10 or whatever), there should be no problem with this. It is impossible to determine the state of the animal, unless the box is opened and the cat directly observed. This represents a hard limit to human knowledge at a point in time. If the personal examples is a requirement, I don't think any of your examples could be used. Hello! Not only are they unknown now, they can never be known. The "brand new" TOK exhibition is worth 33% of the grades. Architecture is a practice, a concept, an area of knowledge for want of a better phrase (substitute architecture for economics, or chemistry or literature and it becomes clearer). His history proves that even though we consider many things unknowable, they are just simply not yet discovered. Choosing a prompt to fit the objects would then seem to come more naturally. An object = a product of knowledge that is accessible for all but is not generic/symbolic. Looks like youve clipped this slide to already. Things to bear in mind as you choose your exhibition objects: Objects can be digital, not physical - such as a photograph of an object, or a Tweet posted by a person Objects should have a specific real-world context, and not be generic examples of something Objects can be something you have created, but not for the exhibition But now Im starting to think the perspectives thing might make my point kind of unclear and was wondering if I should remove or shorten it to make it even more concise because the word limit is quite limiting. In this case, there is no experiment that would prove something is conscious and so, only the being in question can tell us if it feels conscious using its intuitive definition. Thus, it may be a creation for a Visual Arts, or Design Technology class, or a model created for one of the Group 4 subjects or the Group 4 Project, or even something made as part of a CAS project. This exhibition will look at unknowable knowledge from many angles, to determine the importance of understanding this concept. As you know, you need to choose one of the 35 IA prompts to base your exhibition on.. Things that were beyond our comprehension for that time, were simply acknowledged as unknowable. Links to prompt and personal experience There are probably a large variety of different explanations others experienced in different areas of knowledge could come up with, but thatll take up quite a lot of words. Unknowable Thing: Will a computer program ever stop? demonstrating emotion are deeply rooted. Even when we have a theory explained in hindsight from an event that we take as a priori, neglecting at the same time the fact that the probability of this event to happen again is near zero. indicates that higher marks are fully accessible even without the actual artefact being immediately available to the student. Press question mark to learn the rest of the keyboard shortcuts. A little more about Turing: his line of reasoning is particularly remarkable because he did it in 1936 years before the first digital computer was built. Unknowable Thing: In mathematics, there are true things that can't be proved true - and we don't know what they are. Tap here to review the details. Given that, the answer to the second question would depend on three factors: firstly, what the other two objects were; secondly, what the chosen IA prompt is; and, thirdly, the theme guiding the analysis/interpretation/commentary. This is part two of a follow-up Q&A post where David Spooner, the host of our webinars, has answered all of your questions. The TOK exhibition is based on three objects which should allow you to demonstrate how TOK manifests itself in the real world. This link will keep the exhibition original, and prove your engagement with TOK. According to his theory, which is now agreed to be a part of modern physics, the cat is in a superposition of being dead and alive at the same time. Learn about the 950-word exhibition commentary, ways to link it to your IA prompt, and how to set it within a theme. Find out what exhibition objects are, how to choose effective ones, and linking them to a theme and prompt. The structures produced by architects are objects, as are the texts produced by writers, or the supply and demand graphs generated by economists. It says Links between each of the three objects and the selected IA prompt are clearly made and well explained, and There is a strong justification of the particular contribution that each individual object makes to the exhibition (Guide, p.47). Credits to https://www.youtube.com/channel/UCTdtiEB1bUNaN1V46Kr4qUQ. You can download it for free! By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. Real numbers include all the fractions, irrational numbers (such as pi) and whole numbers (positive or negative). All this, implicitly at least, would appear to indicate that ideally best practice might be to encourage such diversity, on the grounds that, perhaps, different types of objects can better bring out the range of knowledge issues within the IA prompts than is possible with three objects of the same type. A concept like Godel's Incompleteness Theorem or digits of pi is a go-to but it really depends on your ToK teacher if he/she counts this as an object for exhibition. What constraints are there on the pursuit of knowledge? Yes. Can new knowledge change established values or beliefs? Arguably, if the student chooses to focus their IA on the optional theme Knowledge and Technology, it is more likely that the object possesses communal rather than personal significance (although My First Ever Computer might encompass both), whereas if the focus is on the core theme, Knowledge and the Knower, it may be that the object possesses only personal significance. In my case, with changed and multiple methods, I can only cover a moment in time, or a particular approach, I feel. If, as was suggested in this and the previous webinar, we begin to use artefacts as knowledge question discussion starters in our classes, instead of or as well as textual or audio-visual stimuli,, and if we ask students to reflect on objects that they encounter, for example in a TOK Journal or in short, reflective pieces of writing, this will almost automatically generate a collection of objects, and reflections upon them, in advance of introducing students more formally to the IA task and the prompts.