Knowledge organization The term knowledge organization (KO) (or "organization of knowledge", "organization of information" or "information organization") designates a field of study related to Library and Information Science (LIS). In this meaning, KO is about activities such as document description, indexing and classification performed in libraries, databases, archives etc. These activities are done by librarians, archivists, subject specialists as well as by computer algorithms. There exist different historical and theoretical approaches to and theories about organizing knowledge, which are related to different views of knowledge, cognition, language, and social organization. Traditional human-based activities are increasingly challenged by computer-based retrieval techniques. The leading journal in this field is Knowledge Organization[1] published by the International Society for Knowledge Organization (ISKO). A broad introduction to knowledge organization can be found in Hoetzlein (2007).[3]
Useful TOK Blogs/Sites | LJA Theory of Knowledge 2014 LJA Theory of Knowledge 2014 our journey through the IB TOK Skip to content RSS Feed Search Useful TOK Blogs/Sites IB Students Thinking Outside the Box: Theory of Knowledge Student.com (one of my favs!) Student forum for all IB TOK students Amy Scott’s site (one of the most comprehensive) Mr. Homo Discens: a cool, artsy TOK resource ThOK notes (very thorough!) Poudre HS TOK site Games (philosophy-related) Eric MacKnight’s blog (a wealth of resources!) Eric MacKnight’s TOK class (wow) TOK Bible wiki (created by students) Philosophy online TOK Connecticut IB Academy Jr. IBTOKspot (one of my favs) Triple A Learning IB TOK blogs (interesting stuff!) TOK resource by Andrew Brown, San Francisco Ms Johnson (Canada) Theory Of Knowledge TOK talk! Mike Metzler’s Tok resources Mrs. That is Soooo Tok! Mr. BTHS blog Riverstone TOKCAS wiki Mr. Share this: Like this: Like Loading... Leave a Reply Short URL Comments Create a free website or blog at WordPress.com. Follow Get every new post delivered to your Inbox.
IB Theory of Knowledge Theory of Knowledge, colloquially referred to as TOK, is a compulsory course for all students earning the IB diploma. In the course, the aim is to help IB students become effective critical thinkers, with a greater goal being to develop IB learners: 'internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.' The Theory of Knowledge course, along with the Extended Essay, are intended to unify the other academic subject of each student. The course is centered around the study of 'Ways of Knowing', 'Areas of Knowledge' and 'Knowledge Issues', and encourages students to question what they already know in an abstract manner, by asking questions such as 'What counts as knowledge?' The Course[edit] General Information[edit] The length of the course varies slightly between schools, but it must comprise of a minimum of 100 teaching hours. Guided discussionsReadingsClass presentationsEssays
Theory of knowledge teacher support material Welcome to the theory of knowledge (TOK) teacher support material (TSM). The TOK subject guide for first assessment in 2015 represents a significant shift in a number of aspects of the TOK course and this TSM is specifically designed to assist both new and experienced TOK teachers build or revise their course design so that it reflects the new guide. This TOK teacher support material has been written by experienced TOK practitioners to support teachers in designing and delivering TOK in their schools. It is not intended to be prescriptive nor an exhaustive way of addressing every issue regarding TOK. However it is designed to: support experienced and inexperienced TOK teachers alike complement IB professional development show how IB documents are relevant and helpful, and provide links between them encourage collaboration and discussion about TOK. This TSM will help you to design/redesign your TOK course in line with the approach found in the new guide. How is this TSM structured?
The Theory of Knowledge The Theory of Knowledge The Theory of KnowledgeWhat is Scientific Method?Limits of EmpiricismPrejudice Against DialecticsStalinist Caricature "It is the customary fate of new truths to begin as heresies and to end as superstitions." (T. The basic assumption underlying all science and rational thought in general is that the physical world exists, and that it is possible to understand the laws governing objective reality. "Indeed, it’s hard to imagine how science could exist if they didn’t. The same is true of the human race in general. It is the illusion of every epoch that it represents the ultimate peak of all human achievements and wisdom. The history of science shows how economical the human mind is. As Eric J. The development of science proceeds through an infinite series of successive approximations. "The first discoveries were realisation that each change of scale brought new phenomena and new kinds of behaviour. Should we therefore despair of ever achieving the whole truth?
Why Save a Language? Photo Gray Matter By JOHN McWHORTER “TELL me, why should we care?” he asks. It’s a question I can expect whenever I do a lecture about the looming extinction of most of the world’s 6,000 languages, a great many of which are spoken by small groups of indigenous people. Asked to elaborate, he says that if indigenous people want to give up their ancestral language to join the modern world, why should we consider it a tragedy? The answer I’m supposed to give is that each language, in the way it applies words to things and in the way its grammar works, is a unique window on the world. I used to say something like that, but lately I have changed my answer. Certainly, experiments do show that a language can have a fascinating effect on how its speakers think. This is cool stuff. Furthermore, extrapolating cognitive implications from language differences is a delicate business. But if a language is not a worldview, what do we tell the guy in the lecture hall? Gray Matter By JOHN McWHORTER
Exemples d’essais évalués en théorie de la connaissance À propos de cette publication Un guide sur le nouveau cours de théorie de la connaissance (TdC) a été publié en mars 2006 pour premiers examens en mai 2008. Ce nouveau cours a été élaboré suite à une révision portant essentiellement sur l’évaluation, en reconnaissance de certaines lacunes dans le cours précédent. Trois systèmes différents ont donc été testés et ont permis d’établir une série de quatre nouveaux critères permettant d’évaluer l’essai en externe. Les essais et les commentaires présentés dans cette publication visent à clarifier l’utilisation pratique des critères d’évaluation retenus pour cette composante. Nouveaux critères pour la composante d’évaluation externe Même si les quatre nouveaux critères d’évaluation ont principalement été élaborés pour mieux présenter le contenu des six critères précédents, un changement d’orientation significatif s’est opéré, notamment pour le nouveau critère B intitulé « Perspective du sujet connaissant ». Présentation du matériel
Activating TOK | thinking clearly in the world State of the art The term "state of the art" refers to the highest level of general development, as of a device, technique, or scientific field achieved at a particular time. It also refers to the level of development (as of a device, procedure, process, technique, or science) reached at any particular time as a result of the common methodologies employed. The term has been used since 1910, and has become both a common term in advertising and marketing, and a legally significant phrase with respect to both patent law and tort liability. In advertising, the phrase is often used to convey that a product is made with the best possible technology, but it has been noted that "the term 'state of the art' requires little proof on the part of advertisers", as it is considered mere puffery.[1] The use of the term in patent law, by contrast, "does not connote even superiority, let alone the superlative quality the ad writers would have us ascribe to the term".[2] Origin and history[edit] Legal importance[edit]
A Defense of Reason on The New Republic's 100 Year Anniversary "At this period ... of wreck and ruin, the one power that can save, can heal, can fortify, is clear and intelligent thought,” the editors of The New Republic wrote in 1915, in a promotional letter to its first subscribers “to state again the general purposes of the paper.” The statement is not as banal as it may seem. There are people who prefer ardent thought to clear thought, and loyal thought to strict thought. There are people who mistrust thought altogether and prefer the unarguable authenticities of the heart—the individual heart and the collective heart. The task is not to intellectualize humanity. If the world were rational, there would be no need for rationalism. Feeling may be a relief from reason, but where is the relief from feeling? One of the most absurd charges against reason is that it is authoritarian. Reason frightens some people, but reason is never as frightening as its opposite. “The God of my heart is the God of my mind,” wrote Hermann Cohen. Long live negativity!
normand%20baillargeon-petit%20cours%20autodefense%20intellectuelle.pdf Theory Of Knowledge | Resources For Mr. Ferlazzo's TOK Class Information literacy The United States National Forum on Information Literacy defines information literacy as " ... the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand."[1][2] Other definitions incorporate aspects of "skepticism, judgement, free thinking, questioning, and understanding.. A number of efforts have been made to better define the concept and its relationship to other skills and forms of literacy. History of the concept[edit] The phrase information literacy first appeared in print in a 1974 report by Paul G. The Presidential Committee on Information Literacy released a report on January 10, 1989, outlining the importance of information literacy, opportunities to develop information literacy, and an Information Age School. The Alexandria Proclamation linked Information literacy with lifelong learning. On May 28, 2009, U.S. Presidential Committee on Information Literacy[edit]