CAS and TOKCAS and TOK

Helping to develop valuesHelping to develop values

Theory of Knowledge Theory of Knowledge

CAS and TOKCAS and TOK

Aims of Theory of Knowledge CourseAims of Theory of Knowledge CourseTo develop a student fascination with both the richness and To develop a student fascination with both the richness and diversity of human knowledge. It does this by:diversity of human knowledge. It does this by:Encouraging the development of critical thinking and reflection Encouraging the development of critical thinking and reflection on all the student’s experiences as learners (This includes life on all the student’s experiences as learners (This includes life experiences as well as the academic disciplines within theexperiences as well as the academic disciplines within the IB IB Diploma).Diploma). As a consequence, students are expected to be able to As a consequence, students are expected to be able to analyse knowledge, question assumptions that this is based analyse knowledge, question assumptions that this is based on, develop their own hypotheses and possibly develop their on, develop their own hypotheses and possibly develop their solutions. It helps students to clarify their values. To quote the solutions. It helps students to clarify their values. To quote the TOK Guide:TOK Guide:““The TOK course…try to help young people make sense of what The TOK course…try to help young people make sense of what they encounter.”(TOK guidelines 2006)they encounter.”(TOK guidelines 2006)

CAS and TOKCAS and TOK

“…“…CAS can assist in discovering the CAS can assist in discovering the true meaning of life, and finding one’s true meaning of life, and finding one’s own place in the world by transcending own place in the world by transcending cultural and socio-economic cultural and socio-economic barriers…” ( CAS Guide)barriers…” ( CAS Guide)

““In TOK they have the opportunity to step In TOK they have the opportunity to step back from this relentless acquisition of back from this relentless acquisition of new knowledge…”(TOK Guide 2006)new knowledge…”(TOK Guide 2006)

CAS and TOKCAS and TOK

TOK TOK

The TOK course identifies The TOK course identifies Four ways of Knowing Four ways of Knowing that all students experience:that all students experience:Sense perception (an examination of how sensory Sense perception (an examination of how sensory perception affects the students understanding of the perception affects the students understanding of the world)world)Language (language plays a significant role in both Language (language plays a significant role in both creating and communicating knowledge)creating and communicating knowledge)Reason (the use of logical and coherent arguments)Reason (the use of logical and coherent arguments)Emotions (looking at the way in which the emotions Emotions (looking at the way in which the emotions shape thoughts, influence behaviour and steer the shape thoughts, influence behaviour and steer the search for knowledge and the limits to this)search for knowledge and the limits to this)(TOK Guide 2006)(TOK Guide 2006)

CAS and TOKCAS and TOK

The The CCAS learning process includes the four AS learning process includes the four ways of knowing: sense perception, ways of knowing: sense perception, language, reason and emotions as it begins language, reason and emotions as it begins with experience, goes through the emotions, with experience, goes through the emotions, reaches the cognitive level and is translated reaches the cognitive level and is translated into language that can be intelligibly into language that can be intelligibly communicated to others.communicated to others.Students can realize through their own Students can realize through their own experiences, the nature, the meaning, the experiences, the nature, the meaning, the scope and limitations of each of the ways of scope and limitations of each of the ways of knowing.knowing.

CAS AND TOKCAS AND TOK

TOK and CASTOK and CAS

Links between CAS and the Areas of Links between CAS and the Areas of knowledge knowledge Participation in CAS encourages students to Participation in CAS encourages students to share their energies and special talents while share their energies and special talents while developing awareness, concern and the ability to developing awareness, concern and the ability to work cooperatively with others.work cooperatively with others.The IBO’s goal of educating the whole person The IBO’s goal of educating the whole person and fostering more caring and socially and fostering more caring and socially responsible attitudes comes alive...when responsible attitudes comes alive...when students reach beyond themselves and their students reach beyond themselves and their books.books.

CAS and TOKCAS and TOK

In CAS the students have the opportunity to In CAS the students have the opportunity to learn how to take a critical step back from learn how to take a critical step back from their life-experiences, fostering to analyse their life-experiences, fostering to analyse and evaluate them, to draw conclusions, and evaluate them, to draw conclusions, change perspectives and plan further change perspectives and plan further actions.actions.““The course encourages students to share ideas The course encourages students to share ideas with others and to listen to and learn from what with others and to listen to and learn from what others think. In this process students’ thinking others think. In this process students’ thinking and understanding of knowledge as a human and understanding of knowledge as a human construction are shaped, enriched and construction are shaped, enriched and deepened”(TOK guide 2006)deepened”(TOK guide 2006)

Some practical linksSome practical links

Carrying out a service activity and then Carrying out a service activity and then having a discussion on the ethics of the having a discussion on the ethics of the service. Who has really been served?service. Who has really been served?

Using cameras to get students to take Using cameras to get students to take photos of their favourite aspects of a city photos of their favourite aspects of a city and discuss their perceptions of the city.and discuss their perceptions of the city.

CAS and EthicsCAS and Ethics

Ethics should not be interpreted as an Ethics should not be interpreted as an abstract concept but as a concrete, real abstract concept but as a concrete, real part of everyday life.part of everyday life.

CAS and ETHICSCAS and ETHICS

CAS is a form of ethical education, as it CAS is a form of ethical education, as it involves applying values to activities involves applying values to activities students carry out.students carry out.It offers students the opportunity of learning It offers students the opportunity of learning by experience, valid alternatives in the by experience, valid alternatives in the construction of their projects.construction of their projects.Critical reflection, the key element of an Critical reflection, the key element of an experiential learning, is in itself an ethical experiential learning, is in itself an ethical reflection, since it fosters to develop skills to reflection, since it fosters to develop skills to analyze, evaluate, draw conclusions, change analyze, evaluate, draw conclusions, change perspectives…in life’s long term.perspectives…in life’s long term.

CAS and ETHICSCAS and ETHICS

What ethical issues are raised by carrying What ethical issues are raised by carrying out a service?out a service?

Discuss ethical issues that have come out Discuss ethical issues that have come out of CAS activitiesof CAS activities

Do you think there can be ethical issues Do you think there can be ethical issues when doing action and creativity?when doing action and creativity?