Theory of Knowledge: 2015-2016

Theory of Knowledge
Man can alter his life by altering his thinking.
William James (1842-1910)
Description of the Course:
TOK is a course about critical thinking and inquiring into the process of knowing, rather
than about learning a specific body of knowledge. It is a core element which all Diploma
Programme students undertake and to which all schools are required to devote at least
100 hours of class time. TOK and the Diploma Programme subjects should support
each other in the sense that they reference each other and share some common goals.
The TOK course examines how we know what we claim to know. It does this by
encouraging students to analyze knowledge claims and explore knowledge questions. A
knowledge claim is the assertion that I/we know X or I/we know how to Y, or a
statement about knowledge; a knowledge question is an open question about
knowledge. A distinction between shared knowledge and personal knowledge is made
in the TOK guide. This distinction is intended as a device to help teachers construct
their TOK course and to help students explore the nature of knowledge.
The Ways of Knowing (WOK)
While there are arguably many ways of knowing, the TOK course identifies eight
specific ways of knowing (WOKs). They are language, sense perception, emotion,
reason, imagination, faith, intuition, and memory. Students must explore a range of
ways of knowing, and it is suggested that studying four of these eight in depth would be
appropriate.
The WOKs have two roles in TOK:
they underlie the methodology of the areas of knowledge
they provide a basis for personal knowledge.
Discussion of WOKs will naturally occur in a TOK course when exploring how areas of
knowledge operate. Since they rarely function in isolation, the TOK course should
explore how WOKs work, and how they work together, both in the context of different
areas of knowledge and in relation to the individual knower. This might be reflected in
the way the TOK course is constructed. Teachers should consider the possibility of
teaching WOKs in combination or as a natural result of considering the methods of
areas of knowledge, rather than as separate units.
The Areas of Knowledge (AOK)
Areas of knowledge are specific branches of knowledge, each of which can be seen to
have a distinct nature and different methods of gaining knowledge. TOK distinguishes
between eight areas of knowledge. They are mathematics, the natural sciences, the
human sciences, the arts, history, ethics, religious knowledge systems, and
indigenous knowledge systems. Students must explore a range of areas of
knowledge, and it is suggested that studying six of these eight would be appropriate.
Course information adapted from IBO Diploma Programme Theory of Knowledge Guide (first
assessment 2015)

Theory of Knowledge: 2015-2016

The knowledge framework is a device for exploring the areas of knowledge. It identifies
the key characteristics of each area of knowledge by depicting each area as a complex
system of five interacting components. This enables students to effectively compare and
contrast different areas of knowledge and allows the possibility of a deeper exploration
of the relationship between areas of knowledge and ways of knowing.

Aims:
The overall aim of TOK is to encourage students to formulate answers to the question
how do you know? in a variety of contexts, and to see the value of that question. This
allows students to develop an enduring fascination with the richness of knowledge.
Specifically, the aims of the TOK course are for students to:
1. make connections between a critical approach to the construction of knowledge,
the academic disciplines and the wider world
2. develop an awareness of how individuals and communities construct knowledge
and how this is critically examined
3. develop an interest in the diversity and richness of cultural perspectives and an
awareness of personal and ideological assumptions
4. critically reflect on their own beliefs and assumptions, leading to more thoughtful,
responsible and purposeful lives
5. understand that knowledge brings responsibility which leads to commitment and
action
Assessment Objectives:
It is expected that by the end of the TOK course, students will be able to:
1. identify and analyze the various kinds of justifications used to support knowledge
claims
2. formulate, evaluate and attempt to answer knowledge questions
3. examine how academic disciplines/areas of knowledge generate and shape
knowledge
4. understand the roles played by ways of knowing in the construction of shared
and personal knowledge
5. explore links between knowledge claims, knowledge questions, ways of knowing
and areas of knowledge
6. demonstrate an awareness and understanding of different perspectives and be
able to relate these to ones own perspective
7. explore a real-life/contemporary situation from a TOK perspective in the
presentation.
IB Assessment Pieces:
The assessment model in Theory of Knowledge (TOK) comprises two
components, both of which should be completed within the 100 hours designated
for the course.
Course information adapted from IBO Diploma Programme Theory of Knowledge Guide (first
assessment 2015)

Theory of Knowledge: 2015-2016

Part 1: Essay on a prescribed title (67%)
One essay on a title chosen from a list of six titles prescribed by the IB for each
examination session. The prescribed titles will be issued on the OCC in the
September prior to submission for May session schools. The maximum length for
the essay is 1,600 words. All essays are externally assessed by the IB.
Part 2: The presentation (33%)
One presentation to the class by an individual or a group (a maximum of three
persons in a group). Approximately 10 minutes per student is allowed for the
presentation. One written presentation planning document (TK/PPD) for each
student.
Note: Although a student may not be taking the class for Diploma requirement
purposes, he/she will be expected to participate in any and all activities or assignments
that support these two IB requirements.
Materials Needed:
Students will be expected to have the following materials every day when they arrive to
class:
Pens and pencils
Composition Book
Chromebook
An open mind that is excited to learn
Course Expectations:
Students will be expected to read outside of class.
Assessments will be both written and oral, depending on the subject matter being
tested.
Complete academic honesty is always expected. Students will adhere to JISDs
policy regarding plagiarism, copying from, or colluding with another student on
individual work.
Each student will be expected to follow the characteristics presented in the IB
Learner Profile.
All materials must be brought to each class period.
School issued IDs should be worn at all times.
The use of electronic devices is not allowed during the course of the school day,
8:35-4:15. Parents who need to contact students during school hours should do
so through the attendance office.
Attendance:
You should be here, on time, every class period. Students who are habitually absent or
tardy will not do well in an IB class. In the event you are ill or are on a school activity, it
is your responsibility to know precisely what you missed and what you need in order to
be prepared for the next class period. There are a variety of ways to accomplish this,
please come to class prepared.
Course information adapted from IBO Diploma Programme Theory of Knowledge Guide (first
assessment 2015)

Theory of Knowledge: 2015-2016

Grading:
60% Daily Assignments and Quizzes
40% Assessments (tests, projects, etc.)
From the JISD Secondary Grading and Reporting Handbook:
o Judson ISD offers a variety of advanced courses designed to enhance
and challenge a students secondary school experience. For those
students who choose to enroll in advanced academic courses, the grading
policy could be different. There are higher academic and curricular
standards set forth by the programs endorsing the courses. These
courses include, but are not limited to, Advanced Placement (AP), Pre-AP,
International Baccalaureate (IB), Pre-IB, TAG, Dual Credit, and Honors.
The course syllabi will outline the established grading policy for the
course.
o IB and Pre-DP courses operate on a grading policy of 60% minor and a
40% major with a three-day late policy. Each day that an assignment is
late, the students assignment will be reduced by 10% of the final grade.
After the third day, it will be recorded as a missing grade (M) and
calculated as a zero. The student is encouraged to complete the
assignment for skills acquisition and feedback purposes.

Late Work:
Assignments completed outside of class are expected to be turned in on time.
As per the recent district mandate, students shall receive 5 days to
complete make-up assignments and shall thereafter have deducted from
said assignments 10 points down to the grade of 60.
Retake/Retest:
Students who wish to retake an assessment or redo an assignment (not all
assessment pieces will be offered the opportunity to be retaken) must make
arrangements to complete the retake within 5 school days of receiving the grade
on the original assessment or assignment.
Teachers may require students to attend tutoring, retake assessments and/or
redo assignments during regularly scheduled tutoring.
Technology:
Any student observed using Chromebooks in an unacceptable manner
say, watching movies, cooking show, music videos, or naughty materials of
any sortshall have said Chromebook confiscated forthwith and Mr. Mach
shall contact that said students parent(s).
Course information adapted from IBO Diploma Programme Theory of Knowledge Guide (first
assessment 2015)

Theory of Knowledge: 2015-2016

Grades per week:
On average, students will receive at least two grades per week. Students will
receive feedback for each assignment.
Bi-monthly News Letter for Parents:
A general course update will be available for parents (and students).
Tutoring:
Tutoring is available Tuesday and Thursday afternoons from 2:30 3:30.
Cell Phones:
PHONES ARE PERMITTED DURING TRANSTION AND LUNCH, BUT NOT IN
CLASSROOMS. THIS INCLUDES CHARGING PHONES IN THE CLASSROOM
At the start of class, students will be reminded to turn phones OFF and put them
away.
If a student is observed using a phone, a final verbal reminder will be given.
If the phone come out again, the student will be given the opportunity to
put the device in a brown bag (which will be stapled closed)If student puts
their phone in the bag and it remains there for the class period, the incident will
be documented as a classroom intervention but will NOT than an office referral.
If the phone is removed from the bag before the end of class, a referral will be
created for insubordination; the student can STILL return the phone to the brown
bag, and remain in class.
If said student refuses step 2 or step 3 he or she will be escorted out of class by
a BMT and an additional referral will be created for insubordination.
Dress Code (DC):
Mr. Mach will address DC issues at the door. (Please see the student hand book
for dress code expectations.)
If the issue cannot be fixed in class, a BMT will escort the student to the media
center to change.
T-shirts showing inappropriate images (sex/drugs) cannot simply be turned inside
out.
Sorry no hats. Per school rule. Hey, at least you have hair to begin with and
dont need to shave because youre hair line is receding. Hats can be placed
on coat/hat rack in Mr. Machs class.
Movement/Bathroom:
No Movement First and Last 15 minutes. None. Like, at all. For real.
Bathroom is escort only.
Students may use NO MORE than three bathroom passes per semester and
will have to sign in and out using a class bathroom log.
Tardies/Skipping:
Mr. Mach will take attendance within the first 10 minutes of class. Students who
arent present at the time should be marked as Absent.
Late arrivals will complete a sign-in form at the door, noting their name, the date,
and time of arrival.
Mr. Machin will change the student from Absent to Late in PowerSchool.
Course information adapted from IBO Diploma Programme Theory of Knowledge Guide (first
assessment 2015)

Theory of Knowledge: 2015-2016

Beyond 15 minutes late, the student will fill out the sign-in sheet at the door. Mr.
Mach will create a referral for Skipping if they do not have a pass from a
counselor or administrator.
Consequences for Tardies are as follows:
1st Warning
2nd Teacher/Student Contract
3rd Parent Contact
4th After School Detention (ASD) with parent contact
5th ASD with parent conference
6th Saturday Academy with Intervention Referral to Counselor and
parent contact
7th & beyond Parent Conference with Out of School Suspension
Consequences for Skipping are as follows:
1 ISS Block
2 ASD
3 2 Blocks ISS
4 1 Day ISS with parent conference
5 2 Days ISS with referral to intervention
6 Saturday Academy
7 or more Beacon Community BMT Support

Contact Details:
Email: [email protected]
Judson High School: (704) 615-3315
Website:
Mr. Machin
Please sign and return to acknowledge these policies:
Students Name (Printed)
_____________________________________________________
Parent/Guardian (Printed)
_____________________________________________________
Parent/Guardian Signature
____________________________________________________
Parent/Guardian contact email
_________________________________________________
Parent/Guardian contact phone number
__________________________________________
Course information adapted from IBO Diploma Programme Theory of Knowledge Guide (first
assessment 2015)

Theory of Knowledge: 2015-2016

Submitted:

Course information adapted from IBO Diploma Programme Theory of Knowledge Guide (first
assessment 2015)