What is Knowledge?

What is knowledge? I - Hoaxhunt

Your first task in this section is straight forward enough.  Click on the icon on the left and explore the websites listed.  Your job is to work out which sites are hoaxes.  You must base your judgement on a reasoned approach by examining the sites themselves and using your skills as digital natives to work out which ones are not to be trusted....  How do you know what knowledge is genuine?  How do you check that something is to be trusted?  What is knowledge?........

What is knowledge? II - Welcome to the Matrix.....

What is knowledge? III - Konspiration58...

Read pgs 1-4 of the article on the left - click the pic:

 

K58 - what was it?  What does it want. to show?

Now read the last 2-3 pages:

What was K58's purpose?

How did it try to achieve its goals?

Why did it feel the need to do this?

What does this tell us about what we see as knowledge?

What is knowledge? IV - Maps, maps, maps

Knowledge is the raw material of the TOK course. Throughout the TOK course, there should be ongoing conversations about the nature, scope and limits of knowledge. However, a detailed technical philosophical investigation into the nature of knowledge is not appropriate in a TOK course. For example, there is no expectation that TOK students will be familiar with specific philosophers or philosophical texts.

 

However, it is useful to have a rough working idea of what is meant by “knowledge” at the outset of the course—this can then become more refined throughout the discussions.

 

There are various ways of thinking about knowledge, but one useful way to help us think about knowledge in TOK can be through the metaphor of knowledge as a map. Since a map is a simplified representation of the world, items that are not relevant to the purpose of the map are left out. For example, we would not expect to find detailed street names on a map of a city metro system.

 

This metaphor can help us understand the importance of considering the context in which knowledge has been sought and constructed, about how knowledge grows and changes, and about the difference between producing and using knowledge.

 

It can also prompt interesting wider reflections on the cultural assumptions behind our understanding of what maps are or should be, or the way that the cartographer’s perspective is reflected in a map. Maps and knowledge are produced by, and in turn produce, a particular perspective.