2._24-25_-_DP2_-_Unpacking_Essay_Title.pptx

Instructions for TOK and unpacking slideshows.

1. Unpacking the Essay DP2 TOK

2. Hopefully, you have submitted your initial proposal for 2 titles Do historians and human scientists have an ethical obligation to follow the directive: “do not ignore contradictory evidence”? Discuss with reference to history  and  the human sciences. Is our most revered knowledge more fragile than we assume it to be? Discuss with reference to the arts  and one other  area of knowledge. How can we reconcile the relentless drive to pursue knowledge with the finite resources we have available? Discuss with reference to the natural sciences  and one other  area of knowledge. Do the ever-improving tools of an area of knowledge always result in improved knowledge? Discuss with reference to  two  areas of knowledge. To what extent do you agree with the claim “all models are wrong, but some are useful” (attributed to George Box)? Discuss with reference to mathematics  and one other  area of knowledge. Does acquiring knowledge destroy our sense of wonder? Discuss with reference to  two  areas of knowledge.

3. "Do the ever-improving tools of an area of knowledge always result in improved knowledge? Discuss with reference to two areas of knowledge." Essay title #4

4. Watch the first 4 minutes (how to break down the title)

5. Reflect on the following key terms:

6. Answer the following questions individually (2 min):

7. GROUP ACTIVITY Each group is assigned two areas of knowledge: Natural Sciences Human Sciences History Mathematics The Arts Consists of a team leader (ensure group stays on task) , a scribe (note down ideas) and a presenter (share group findings)

8. The groups Class captains (Aikaterini & Demian) have overview of all groups. Contribute with brainstorming when groups need help.

9. Discuss the following; the scribe writes down the answers of the group (10 minutes) Identify specific tools within your assigned AoKs (e.g., telescopes in astronomy, historical archives in history, algorithms in mathematics). Evaluate whether the improvement of these tools always leads to improved knowledge. Are there instances where better tools did not result in better knowledge or even led to complications or flawed understanding? Can better tools sometimes lead to misinterpretation or bias ? Are there limits to what improved tools can do in enhancing knowledge?

10. Each group presents their findings for 2 minutes : Tool Examples : Highlight specific tools that have improved in their two chosen AoKs . Evaluation : Discuss whether these tools always led to improved knowledge or if there were limitations, misuses, or counterexamples where improved tools did not enhance understanding.

11. Whole class reflection: reflect individually on the following questions Were there any surprises in how tools affect knowledge in different AoKs ? Are there examples where tools might have distorted or limited knowledge? Does the essay question imply a linear progression of knowledge, or can the relationship between tools and knowledge be more nuanced?

12. Final activity: reframe the question Do the ever-improving tools of an area of knowledge always result in improved knowledge?