Chapter 1: Introduction
This chapter offers an introduction to the Decoding Theory of Knowledge for IB Diploma. It outlines the purpose of the book, which is to help readers become critically aware of the ways in which knowledge is constructed, deconstructed, and reinterpreted by us, while also connecting it to the Theory of Knowledge subject for the International Baccalaureate Diploma Programme. The chapter introduces the core elements of knowledge, such as evidence, opinion and interpretation, and the rhetorical concepts of meaning, purpose and audience, all of which lay the foundations for further exploration. It also introduces the Idea of a Theory of Knowledge as a set of related ideas, providing a framework for interpreting and understanding anything that can be considered knowledge. Finally, the chapter outlines the topics covered in the book, including the nature and purpose of knowledge, an exploration of knowledge in different contexts such as language, history, science and art and, finally, practical applications of the Theory of Knowledge in the IB Diploma such as assessment tasks.
One can take the example of the Oranges:
Let us consider an example to illustrate the core elements of knowledge. Suppose we are looking to define the difference between oranges and lemons. To do so, we would use evidence such as the shape, size, color, and taste of the fruit. This evidence would lead to an opinion; for instance, oranges are round and oranges are juicy. These opinions are reinforced by interpretations of the evidence, such as oranges are sweet and lemons are sour. As readers of the text, we are responsible for both the meaning and purpose of our interpretation, and must be aware of our audience. For instance, if we are talking to a botanist, our evidence would be more detailed and possibly include more scientific terms.
Chapter 2: The Nature of Knowledge
This chapter examines the nature of knowledge in terms of its different sources, components, and scope. Sources of knowledge, such as personal experience and authority, are discussed. This is followed by discussion of how knowledge is organised into a system and used to explain the world we live in. The final sections discuss the components of knowledge, such as facts, data, beliefs, and values, as well as its scope, which is the way knowledge is applied to different situations.
One can take the example of exercising:
For instance, if we consider the knowledge of exercising, the source of our knowledge may come from personal experience, books and magazines, and trainers or doctors. When it comes to organising this knowledge, we may think of it in terms of the components of knowledge: the facts and data (such as how many times per week should we exercise, what type of exercises to do, etc), as well as our beliefs and values about exercise (such as it should be enjoyable, it should not be painful, it should lead to improved health, etc). Finally, the scope of our knowledge is in the way we apply this knowledge in different contexts; for instance, we may think of the knowledge of exercising differently depending on whether we are trying to improve our health, lose weight, or simply maintain current levels of activity.
Chapter 3: Knowledge in Different Contexts
This chapter seeks to explore knowledge in different contexts, such as language, history, science, art, religion, and ethics. Knowledge in each of these contexts is closely examined, looking at how they are related to other types of knowledge, and at how they construct meaning and convey ideas. The chapter further expands on the value of interdisciplinary studies and explores the implications for the IB Diploma Programme in examining various contexts of knowledge.
One can take the example of the sciences:
For instance, the sciences provide us with knowledge on how our world works and how we interact within it. This knowledge is composed of facts and data, ideas and theories, and values and arguments. With regards to values and arguments, scientists make predictions by combining several scientific theories and data to come up with a logical conclusion about the behaviour of a certain phenomenon. These predictions then inform our decisions and policies. Knowledge of the natural sciences further extends into different fields such as engineering, technology, and medicine. By connecting engineering and technology to the sciences, for instance, we are better able to design, build, develop, and maintain technologies. In a similar fashion, knowledge of medical sciences provides us with information on how to diagnose and treat diseases, and therefore prolonging our lives. The sciences, therefore, build on each other to form a comprehensive picture of how our world works.
