我就喜歡這樣的妳

認識論是一門應用批判性思考的課程，同時也是一門特別註重考察現代世界互聯性認識方法的課程。在認識論當中，‘批判’意味著一種分析的方法，準備檢驗對知識論斷的支持是否無懈可擊，認識到它的薄弱環節，意識到它所持的觀點，並對知識問題的不同答案持開放的態度。這是一門要求相當高的課程，但它不僅是大學預科項目的一個主要組成部分，而且對於培育終身學習者來說也是不可或缺的。

他是一門必修課，大約100個小時學習時數。學生要通過TOK 必須通過 認識論課程有兩項評估作業：一篇命題論文(1600字)和一次口頭表達 (10分鐘)

 References 

https://theoryofknowledge.net/

https://guide.fariaedu.com/tok-part-1/
 

 IBMYP 

中學項目的學生還以多種方式為學習大學預科項目的認識論做好準備，例如養成批判性思考能力、進行反思的能力以及在各種因素之間建立聯系的能力。
• 要求中學項目學生對信息和論點進行質疑和挑戰。這些批判性思考技能將幫助學生在學習認識論時理解有不同的方法對知識論斷加以思考。
• 在中學項目中，自我評估很重要。鼓勵學生在學習過程中的不同階段開展反思。積極地反思自己的觀點是認識論學生的一項重要特質。
• 在中學項目中，建立跨學科聯系以創造作品或解決方法的能力很重要。在認識論中，這種能力將幫助學生建立認識方法和知識領域之間的聯系。

  認識論課程的宗旨

認識論的巨集觀宗旨是鼓勵學生在各種各樣的情境中明確回答“你是如何知道的？”這個問題，並且認識到這個問題的重要性。這將使學生對豐富的知識產生持久的迷戀。
認識論課程的宗旨尤其要使學生：
1. 在建構知識的關鍵方法、學科和廣闊世界之間建立聯系；
2. 發展對個體和群體如何建構知識，以及如何對此過程進行批判式考察的認識；
3. 發展對文化觀點的多樣性和豐富內涵的興趣，和對個人以及意識形態估盼的認識；
4. 對他們自己的信念和假設進行批判性反思，從而導致更加深思熟慮的、負責任的和目標明確的生活；
5. 理解掌握了知識之後就要承擔責任，這將導致奉獻和行動。

 認識論課程結束時，要求學生能夠：
1. 鑒別和分析用於支持知識論斷的各種論證；
2. 形成、評價並嘗試回答知識問題；
3. 考察學科/知識領域如何產生和形成知識；
4. 瞭解在建構共用知識和個人知識的過程中認識方法所發揮的作用；
5. 探索知識論斷、知識問題、認識方法和知識領域之間的聯系；
6. 展示出對不同觀點的認識和理解，並能夠將它們與自己的觀點聯系起來；
7. 在口頭表達中，以認識論的觀點探索一種真實生活情境。

The TOK curriculum is made up of three deeply interconnected parts.

TOK課程由三個緊密相關的部分組成：
• 核心主題 - 知識與知識的主體：這個主題鼓勵學生反思自己作為知識者和思考者，並考慮我們所屬的不同知識社群。
• 選修主題：這一部分提供了機會更深入地研究對教師和學生特別感興趣的兩個主題。所提供的主題在今天的世界上都有重大影響，對塑造人們的觀點和身份起著關鍵作用。教師可以從五個選項中選擇兩個選修主題，包括知識和科技；知識和語言；知識和政治；知識和宗教；以及知識和土著社會。
• 知識領域：知識領域（AOK）是特定的知識分支，每個領域都具有獨特的性質，有時使用不同的知識獲得方法。在TOK中，學生探索五個必修的知識領域，包括歷史；人文科學；自然科學；數學；和藝術。

• The core theme—Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.
• Optional themes: This element provides an opportunity to take a more in-depth look at two themes of particular interest to teachers and students. The given themes all have a significant impact on the world today and play a key role in shaping people’s perspectives and identities. Teachers select two optional themes from a choice of five: knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies.
• Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and sometimes use different methods of gaining knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts.

The following 12 concepts of the TOK course: evidence, certainty, truth, interpretation, power, justification, explanation, objectivity, perspective, culture, values and responsibility. 

 知識問題 

TOK課程圍繞著對知識問題的探討展開。知識問題對於有效的TOK討論至關重要，因為它們有助於確保學生專注於有關知識本身以及我們如何獲取知識的問題。知識問題幫助學生跳脫出特定學科的問題或特定現實生活情境，進入TOK的領域。知識問題是TOK教學和學習的關鍵工具。TOK課程的兩項評估任務——TOK展示和TOK作文——都以知識問題的形式呈現，因為內部評估（IA）的提示和指定的作文題目都以知識問題的形式呈現。因此，學生在整個TOK課程中參與知識問題的探討和討論至關重要。

The TOK curriculum centres around the exploration of knowledge questions. Knowledge questions are crucial to effective TOK discussions as they help to make sure that students are focusing on questions about knowledge itself and about how we know things. Knowledge questions help students to move beyond subject-specific questions or specific real-life situations into the realm of TOK.

Knowledge questions are the key tool for teaching and learning in TOK. The two assessment tasks—the TOK exhibition and TOK essay—centre on the exploration of knowledge questions as both the Internal Assessment (IA) prompts and the prescribed essay titles take the form of knowledge questions. It is therefore crucial that students engage with the exploration and discussion of knowledge questions throughout the TOK course.

 knowledge framework : CORE THEME 

“knowledge framework” consisting of four common elements: scope, perspectives, methods and tools, and ethics.

 scope

這一部分的重點是探討不同主題和知識領域的性質和範圍。它探討每個主題/知識領域如何融入人類知識的整體，並考慮每個主題/知識領域面臨的問題的性質以及試圖解決這些問題的方法。

This element focuses on exploring the nature and scope of the different themes and areas of knowledge. It explores how each theme/area of knowledge fits within the totality of human knowledge, and also considers the nature of the problems that each theme/area of knowledge faces and tries to address.
Examples of knowledge questions relating to scope include the following.
• What motivates the pursuit of knowledge in these themes/areas of knowledge?
• What practical problems can be solved through the application of knowledge from these themes/
areas of knowledge?
• What are the key current open/unanswered questions in these themes/areas of knowledge?
• What makes this theme/area of knowledge important?

 perspectives,

這一部分侧重于视角和背景的重要性和影响。这包括反思学生自己的观点以及支持它们的因素，以及不同人或团体如何在不同的主题/知识领域中看待或接近知识。它还包括反思历史观点以及知识如何随着时间的推移而变化。

This element focuses on the importance and influence of perspectives and context. This includes reflection on the students’ own perspectives and what informs them, as well as how different people or groups view or approach knowledge in the different themes/areas of knowledge. It also includes reflection on historical perspectives and how knowledge changes over time.
Examples of knowledge questions relating to perspectives include the following.
• What is the significance of key historical developments within these themes/areas of knowledge?
• What do these themes/areas of knowledge identify about knowledge that is rooted in particular
social and cultural groups?
• Are some types of knowledge less open to interpretation than others?
• Is an understanding of the perspective of other knowers essential in the pursuit of knowledge?

 methods and tools

這一部分侧重于探讨我们用于产生知识的方法、工具和实践。这包括构建概念框架、建立传统和实践，以及正式学科采用的方法。它还包括考虑我们用来帮助我们追求知识的认知和物质工具，以及这些工具如何由于技术发展而发生变化。

This element focuses on exploring the methods, tools and practices that we use to produce knowledge. This includes the building of conceptual frameworks, the establishing of traditions and practices, as well as the methodologies employed by formal disciplines. It also includes consideration of the cognitive and material tools that we have available to help us in the pursuit of knowledge, and of how these tools have changed as a result of technological developments.
Examples of knowledge questions relating to methods and tools include the following.
• What assumptions underlie the methods of inquiry used in these themes/areas of knowledge?
• Does what is seen to constitute “good evidence” vary from discipline to discipline and culture to
culture? How is knowledge produced and communicated in these themes/areas of knowledge?
• How important are material tools in the production and acquisition of knowledge?

 ethics

这一部分侧重于探讨伦理学和对不同主题和知识领域中的调查产生影响的伦理考虑。这包括事实与价值之间的关系，以及伦理和认识价值如何融入到追求知识的过程中。它还包括与知识、不平等和不公正相关的问题。在讨论伦理学的TOK讨论中，重要的是要关注嵌入和隐含在讨论的伦理问题中的知识问题，而不是集中于辩论伦理问题本身。

This element focuses on exploring ethics and the ethical considerations that have an impact on inquiry in the different themes and areas of knowledge. This includes aspects such as the relationship between facts and values, and how ethical and epistemic values are built into the quest for knowledge. It also includes questions relating to knowledge and inequality and injustice. It is crucial that TOK discussions about ethics focus on the knowledge questions that are woven into, and implied, in the ethical issues being discussed, rather than the focus being on debating the ethical issues themselves.
Examples of knowledge questions relating to ethics include the following.
• Should the pursuit of knowledge in these themes/areas of knowledge be subject to ethical
constraints?
• What responsibilities rest on the knower as a result of their knowledge in these themes/areas of
knowledge?
• How can we know when we should act on what we know?
• Do established values change in the face of new knowledge?

  The optional themes allow for a more in-depth look at two themes that are of particular interest to the TOK teacher and students. Teachers must select two optional themes from the following five options.

• Knowledge and technology

• Knowledge and language

• Knowledge and politics

• Knowledge and religion

• Knowledge and indigenous societies

 知識領域

知識領域是知識的具體分支，每一個知識領域可以被視為具有獨特性質，並具有不同的獲取知識的方法。認識論區分了8個知識領域。它們是數學、自然科學、人文科學、藝術、歷史、倫理學、宗教知識體系和土著知識體系。學生必須探索一系列知識領域，建議學習以上8個知識領域中的6個就可以了。知識框架是探索知識領域的工具，它將每一個知識領域描繪成一個復雜的、含有5種相互作用成份的體系 ，明確了它們的關鍵特徵。這使學生能夠對不同的知識領域有效地進行比較和對照，並使他們能夠對知識領域和認識方法之間的關系進行深入探索。

Students are required to study all five of the following areas of knowledge. • History • The human sciences • The natural sciences • The arts • Mathematics.  , teachers must ensure that the focus remains clearly on knowledge in that area, and that they engage with the four compulsory elements required in every part of the syllabus: scope, perspectives, methods and tools and ethics.

TOK discussions should explore the different areas of knowledge to deepen students’ understanding of what it is that gives each area its character. Crucially, a key focus should then also be on encouraging students to make comparisons and connections across the areas of knowledge.  The “knowledge framework” is intended to help support comparisons across areas of knowledge. These four elements provide a useful vocabulary for making effective comparisons. For example, within “perspectives” students could compare how knowledge changes over time in the different areas of knowledge

 認識論課程有兩項評估作業

認識論課程有兩項評估作業：一篇命題論文和一次口頭表達。學生必須針對國際文憑組織為每一個考試期設定的6道規定命題中的任何一題撰寫論文，國際文憑組織將對論文進行校外評估。論文的篇幅最長不得超過1600個英文單詞（2000個漢字）。可以採取個人或小組的形式進行口頭表達，小組的人數最多為3 人。每位表達者只能講大約10分鐘，每個小組的表達時間也應限制在大約30分鐘。進行口頭表達之前，每位學生必須填寫並提交一份口頭表達計劃表（TK/PPD），可以從大學預科項目程式手冊（Handbookof procedures for the Diploma Programme）中找到該表。學生和教師將使用這份TK/PPD 表格對口頭表達本身進行校內評估，進行校外評審時也需要利用這份表格

 TOK Internal Assessment (IA) PROMPTS 

The IA prompts are a set of 35 high-level knowledge questions. Students must select one of the following IA prompts on which to base their exhibition, and all three objects must be linked to the same prompt. These IA prompts apply for all examination sessions for the life of this guide—they do not change from
session to session. Students are required to create an exhibition of three objects that connect to one of the following IA prompts.
1. What counts as knowledge?
2. Are some types of knowledge more useful than others?
3. What features of knowledge have an impact on its reliability?
4. On what grounds might we doubt a claim?
5. What counts as good evidence for a claim?

6. How does the way that we organize or classify knowledge affect what we know?
7. What are the implications of having, or not having, knowledge?
8. To what extent is certainty attainable?
9. Are some types of knowledge less open to interpretation than others?
10. What challenges are raised by the dissemination and/or communication of knowledge?
11. Can new knowledge change established values or beliefs?
12. Is bias inevitable in the production of knowledge?
13. How can we know that current knowledge is an improvement upon past knowledge?
14. Does some knowledge belong only to particular communities of knowers?
15. What constraints are there on the pursuit of knowledge?
16. Should some knowledge not be sought on ethical grounds?
17. Why do we seek knowledge?
18. Are some things unknowable?
19. What counts as a good justification for a claim?
20. What is the relationship between personal experience and knowledge?
21. What is the relationship between knowledge and culture?
22. What role do experts play in influencing our consumption or acquisition of knowledge?
23. How important are material tools in the production or acquisition of knowledge?
24. How might the context in which knowledge is presented influence whether it is accepted or rejected?
25. How can we distinguish between knowledge, belief and opinion?
26. Does our knowledge depend on our interactions with other knowers?
27. Does all knowledge impose ethical obligations on those who know it?
28. To what extent is objectivity possible in the production or acquisition of knowledge?
29. Who owns knowledge?
30. What role does imagination play in producing knowledge about the world?
31. How can we judge when evidence is adequate?
32. What makes a good explanation?
33. How is current knowledge shaped by its historical development?
34. In what ways do our values affect our acquisition of knowledge?
35. In what ways do values affect the production of knowledge?

  The TOK exhibition

It is recommended that a total of approximately eight hours of teaching time should be allocated to the TOK exhibition task.

The TOK exhibition is an internal assessment component—it is marked by the teacher and is externally moderated by the IB.  students are required to create an exhibition of three objects that connect to one of the 35 “IA prompts” provided in the “IA prompts” section of this guide. Students must select just one IA prompt on which to base their exhibition, and all three objects must be linked to the same IA prompt.

Students are required to produce a single file containing:

• a title clearly indicating their selected IA prompt

• images of their three objects

• a typed commentary on each object that identifies each object and its specific real-world context, justifies its inclusion in the exhibition and links to the IA prompt (maximum 950 words)

• appropriate citations and references.

認識論課程明確了8種具體的認識方法。學生必須探索一系列的認識方法。建議學生深入學習以上8種認識方法中的4種就可以了。應當仔細選擇所要詳細學習的認識方法，以確保教學的連貫性和平衡性。在認識論中，認識方法有兩個核心目的。一方面，它們是回答“我們是如何知道的？”這一問題的工具。另一方面，它們還幫助我們回答“我是如何知道的？”這個問題。例如，就科學發現而言，我們可以分析想象在建構共用知識方面的作用，但我們還可以聯系個人的知識和理解討論想象。

它們是：
• 語言
• 感官感知
• 感情
• 推理
• 想象
• 信仰
• 直覺
• 記憶
 

 REFERENCE