Відео

I'll email you.

Many thanks - that's a wonderful description of the type of ToK learning that I love. My aim is to make ToK the "most fun, least stressful, lesson in the week". Once we have achieved the emotional engagement it's far easier to achieve the moments of insight, understanding and awe.

Thanks for the supportive comments, as ever. The skills map needs editing...,

Thank you for your supportive comment - much appreciated.

Thanks Abena. I think that I first used the school's mission statement when a high up came to observe me - I wasn't trying to suck up, I was just trying to demonstrate that these Mission Statements don't make much sense outside of 'edu-speak' world. "We want to be ethical", mm whose 'ethics' ? Utilitarianism maybe, or possibly Nietzschean, maybe we could have a Burkeian week ! :)

Much appreciated. The student provided me with an important reminder to decentre more often.

Hi Sophia, thanks for the kind words. I'm not sure exactly what your knowledge argument is for the practical knowledge object, but I assume it will be something along the lines of : "practical knowledge is the result of practise and testing in real world settings. Therefore it is more useful than theoretical knowledge for understanding the physical world".

I don't know what I would do without viewers, especially kind viewers who leave supportive comments. Thank you SO much !

Thank you - that's very kind.

I can pay 5$ if you want :(

Email me (Daniel@ToKToday.com), I may have a solution for you.

That's incredibly kind of you, thank you !

Many thanks Nelisa, that's very kind of you - much appreciated !

That's very kind of you Gareth, thank you !

I'm so glad that it is useful. Thank you so much for the positive feedback, it is much appreciated !

Thank you so much Gareth, and thanks for your very insightful contributions to the channel last year. Very much appreciated ! xx

Many thanks for your support. Onwards & (hopefully) upwards !

also, should the claim be the same for all 3 objects and should I repeat it for every object's commentary ?

The knowledge claim could go in the second paragraph. I ask my students to start the second paragraph with a sentence along the lines of "The reason for including this object in the exhibition is [knowledge claim]. This claim goes beyond the object's link to the prompt, it is more closely related to knowledge. For example , if I have used a vaccine as an object for the prompt Why do we seek knowledge ? The link could be that a vaccine shows us seeking knowledge to solve problems. The knowledge claim could be that one of the main motivations for seeking knowledge is to find solutions to evident problems. This second sentence ("one of the main motivations...," could go at the start of the second paragraph.

The knowledge claim needs to be specific to each individual object. Therefore you should have 3, different, knowledge claims. These knowledge claims are the "justification for the inclusion of the object in the exhibition". For example: for prompt #17 Why do we seek knowledge? Claim 1 could be we seek knowledge to salve curiousity. Claim 2 could be we seek knowledge to solve problems. Claim 3 could be we seek knowledge to verify intuition.

@@toktoday7978 thank you. I’ve been struggling throughout this whole year writing my commentary and only when I discovered your channel was I able to start writing it. Do you do any other types of video not related to TOK ? I love your honesty.

@@toktoday7978 oh I see. It’s a bit different with mine as my prompt is bias inevitable in the production of knowledge. So as I’m answering a question, all my objects prove that the process of producing knowledge triggers or rather questions that bias is not inevitable. Could I repeat this knowledge claim ?

Your ToK teacher is correct that one broad claim & evaluation point (counterclaim) can be used to structure the essay around. You can then develop smaller claims, and evaluation points under the broad umbrella points. There's no set number of examples that should be used, but 4 examples will be sufficient for most essays.

I'm glad it was helpful. Thank you so much for your supportive comment - it is very much appreciated.

It's an excellent knowledge claim, perfect for this prompt. Well done !

@@toktoday7978 thank you so much

I'm glad that the video was useful. Thank you for the positive comment - it means a lot !

I also found this helpful

I agree - "Evidence" can include personal experience and reasoning. I apologise if I said that it was exclusively external research. Evidence can include newspaper/magazine articles, the student's own studies, experiences etc. I don't think that The Exhibition needs to be a heavily cited research project (like the EE), just a simple citation of sources for the object, and the main knowledge claim(s). Encouraging students towards the validity of their own perspectives and reasoning is far more valuable than a heavily cited research paper in this assessment. Thanks for your insightful, and positive comment - it's much appreciated.

@@toktoday7978 Thanks back at ya. The high scoring samples from the official IB site have almost no research as evidence but the Subject Reports for the last two years heavily stress that research is "strongly recommended". They also emphasize introductions are usually not useful and examiner comments should be 'global impressions' not focused on specific mark scheme details but the high scoring examples go against these recommendations as well. Ever onwards and thanks for all your resources and help.

There's definitely no need for an Introduction. We've seen many 9-10/10 moderated samples without an Introduction section. I think that citing research sources can be a short-cut way to providing 'evidence', however as virtually anything counts for evidence I doubt most examiners are too concerned with this criteria. The big weakness in the IB samples, IMO, is how they demonstrate the 'justification for the inclusion of this object' - it's unclear, and very inconsistent. My approach is to tie the object to a specific knowledge argument, even though few of the IB exemplars use this approach it has always worked for the students and schools that I have worked with.

Sorry to hear that I give you that vibe. I can assure you that I'm a peaceful sort of person.

Glad it was useful. Thanks for the comment.

I'm really glad that it was helpful to you. Thank you so much for your supportive comment, it really is appreciated.

I hear you, & I understand your frustration. One of the main reasons for setting up ToKToday was to try to reduce that subjectivity, I'm trying to identify the elements of ToK that will are more likely to be awarded by examiners. Additionally, there is a fairly rigorous process of standardisation of assessment levels for the IB ToK Essay Examiners, if they fall outside of the expected range 2-3 times they are prevented from marking any further essays in that session. It's not entirely objective, but it's not entirely subjective either, like most things in life ! Thanks for the comment, hang in there, and hopefully TokToday can help to take some of the frustration away for you.

You are welcome! I'm glad that it helped.

Thank you so much ! I am glad that you found the videos useful, and I really appreciate your positive comment. Good luck with the IB results.

@@toktoday7978 thank you so much!!

Thank you for your positive comment - much appreciated.

I'm so pleased that it was helpful, and I'm very grateful for your positive comment. thank you !

Thanks for the kind words. I may look at Exhibition Prompt #34 in an upcoming video, but I'm afraid it won't be for a few weeks yet, I have a lot of projects on. You can always pick up the ebook Exhibition Prompts 31-35 explained: toktoday.com/product/tok-exhibition-prompts-31-35-explained/

@@toktoday7978 Thank you !!

Vid for Prompt #34 is up (hopefully not too late for you): ua-cam.com/video/qjjc_a4Ia1U/v-deo.html

I am so glad to hear that it was useful , and thank you so much for leaving a comment - it is very much appreciated ! best of luck with your ToK Exhibition commentary.

I hope that the video was useful, get in touch if you have any questions. Thank you for leaving a comment - it's much appreciated.

@@toktoday7978 thank you so much! It was really useful. I want to ask, I have used the same knowledge arguments in this prompt but of course I have not made anytning else similar ~ would that be an issue of academic honesty? Sorry if this is a really simple question but these things always confuse me

I'm glad that you found it useful. Thank you for your positive comment.

I'm pleased that it was helpful, thanks for the feedback, best wishes for your Exhibition.

I'm glad that it was helpful. Thank YOU so much for the positive comment - it means a lot.

I think that the argument that some knowledge does NOT belong to particular communities of knowers is a very good argument, and one that should definitely be explored in this prompt. The prompt is exploring whether knowledge can "belong" to a group / person, and what might be meant by the term "belong". Great argument - go for it ! Thanks for the comment.

Like all good ToK answers my answer would be "it depends on how we define personal experience and knowledge". The whole prompt is about defining terms, Wittgenstein rules after all. Thanks for the comment. What would be your overall answer to this prompt ?

@@toktoday7978 Im using an MRI scan of my knee (I tore my ACL) as one of my objects. How do you think I could link it to the prompt?

Ouch ! You could use the object as something along the lines of "I didn't know that I had an ACL until I experienced tearing it" - this shows that tangible, first hand experiences, are required to produced knowledge that goes beyond the rational hypothetical.

Using mathematical findings that 'contradict' physical world findings sounds like a really interesting, and viable, way of exploring anomalies. Just remember to retain focus on the question - are we too quick to dismiss anomalies ?

I think that they're both viable examples to illustrate a claim, and an evaluation point. However, whether they're good examples really depends upon what your claim, and evaluation point. Thanks for the comment.

Both approaches could work really well. I like the idea of using a different defiition for belonging for each object. Both ways are absolutely fine.

735 words of really high quality ToK reflection could get a high score. The number of words is very very loosely connected to the score awarded.

It's coming up really soon. I hope to have it published by Saturday afternoon (13th April). Thanks for the comment !

Absolutely, I'd be happy to have a look at it. Send it to Daniel@TokToday.com

Absolutely ! The idea that some knowledge should be sought on ethical grounds is one of the key ideas of the prompt - so yes, go for it !

My recommendation is to write 3 knowledge arguments that come from the prompt. Once you have 3 knowledge arguments it's easier to find objects that illustrate them (1 object per knowledge argument). If you still need help then please feel free to book a coaching session: toktoday.com/product/online-coaching-tok-essay-or-exhibition/

I hope to put together a video for Prompt #33 in the next couple of weeks, just got to finish the videos for Nov 24 essay titles first. Thanks for the comment!

I hope to put together a video for Prompt #33 in the next couple of weeks, just got to finish the videos for Nov 24 essay titles first. Thanks for the comment!