...IB Theory of Knowledge Essay In what ways may disagreement aid the pursuit of knowledge in the natural and human sciences? Cherno Okafor 000747-034 Weston Collegiate Institute February 20th, 2013 Word Count: 1598 In this TOK Essay, I will be conducting an analysis illustrating how disagreements can be used to aid the pursuit of knowledge in both the natural and human sciences and in some cases, hinder the pursuit of knowledge in these areas. First, it is necessary to define the key terms in this topic, which are “pursuit of knowledge”, “natural sciences”, and “human sciences”. “Pursuit of knowledge” is the act of obtaining knowledge. Natural science refers to the study of natural phenomena of the universe. Fields associated with this are: chemistry (elements), biology (contrasting ideas between Lamarckism and the Darwinian concept of evolution), and physics (gravity). On the other hand, human science refers to the study of people themselves and their behaviours which includes matter in history, literature and philosophy where “man is the measure of all things and human nature” as uttered by the classical Greek philosopher Plato. There is also anthropology, economics, and ethics; for example the explanation of criminal behaviour in cognitive and social psychology in human science. The term “disagreement” is ambiguous in the sense that it can represent a variety of things. For instance, it can refer to a difference of opinion between two people or groups...
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...Seedling IB World SchoolSession: 2015-16 | Piyush Tejwani | TOK Essay | “In gaining knowledge, each area of knowledge uses a network of ways of knowing.” Discuss this statement with reference to two areas of knowledge. | 11 FEB, 2016 IB Theory of Knowledge “In gaining knowledge, each area of knowledge uses a network of ways of knowing.” Discuss this statement with reference to two areas of knowledge. Knowledge is the basis of living in our generation, knowledge can be anything like if we know what type of combination in clothes we should wear, or what type of food we should eat and even if you know how to propose a girl or a boy then that can be known as knowledge too. But where the focus goes on is the place where the knowledge comes from, it can be taken as an important question while pointing at the ways of knowing. Ways of knowing are the origins from which we gain knowledge such as TV, newspaper, radio, books, internet, family, etc. These were some examples of ways of knowing with which we can relate our daily life. But as far as I studied the main points for ways of knowing are: * Emotion * Faith * Imagination * Intuition * Language * Memory * Reason * Sense perception Now we must know what the areas of knowledge in Theory of knowledge are. Actually it is the division of knowledge into different areas: * Mathematics. *...
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...The traditional TOK diagram indicates four ways of knowing. Propose the inclusion of a fifth way of knowing selected from intuition, memory or imagination, and explore the knowledge issues it may raise in two areas of knowledge. The study of Theory of Knowledge (TOK) indicates four distinct ways of knowing: sense perception, emotion, reason and language; however, in this essay I will argue for the inclusion of intuition as a fifth way of knowing. Intuition is that moment of enlightenment that is unexpected in which something is revealed to give one a greater understanding on a problem or puzzle or issue of concern that is perplexing. A knowledge issue worth examining in relation to the role intuition plays in these areas of knowledge is: How does intuition lead to knowledge acquisition in the natural sciences and in ethics? Personal intuitive insight has to be in some form of communication which conforms to requirements of public knowledge, natural sciences conforming ...
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...During my Theory of Knowledge (TOK) course I realized that everything in the world is linked to each other, there is nothing separate in the world. I also learned that the base of every subject, Science and project is “knowledge”. The basic definition of knowledge is “the fact or condition of knowing something with familiarity gained through experience or association”. The whole life of a person is based on the idea of learning and knowing everything which is around us. Nowadays people use different ways of knowing (WOK) in order to get a fully reliable information. ‘There are eight different ways of knowing. They are emotion, faith, imagination, intuition, language, memory, reason and sense perception.’ Each of them has its own purpose, value...
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...Theory of Knowledge Essay The traditional TOK diagram indicates four ways of knowing. Propose the inclusion of a fifth way of knowing selected from intuition, memory or imagination, and explore the knowledge issue it may raise in two areas of knowledge. The traditional four ways of knowing are sense perception, language, reason and emotions. Imagination is a subset of the four ways of knowing. My imagination can help guide my emotions. For example, if I were to imagine what I was going to have for dinner I would feel both excited and hungry. As for sense perception, it can also be affected by imagination. If I came home with the smell of something delicious, I would imagine that it would be a food I like, however it may completely be different. The smell of the food could also be something of which I do not enjoy eating. Reason is also affected by imagination, we often imagine what the consequences of our decisions are. The reason behind the decision made is the result of the imagined consequences. The knowledge issue of this topic is how dependable is imagination as a way of knowing, and to what extent does imagination guide us on our pursuit for knowledge. Imagination is the innate ability to combine more than one memory in order to create a subjectively unprecedented visualized experience not necessarily limited by the physical laws of reality. Memory is an experience from which perceptions and emotions are retained...
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...TOK Essay "When the only tool you have is a hammer, all problems begin to resemble nails.” (Abraham Maslow) How might this apply to ways of knowing, as tools, in the pursuit of knowledge? Have you ever wondered why and how your logic becomes restricted once confronting a problem? Abraham Maslow once stated “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail”, which I believe could be understood as a statement questioning the method diverse human beings follow to execute any of their tasks. In this essay, integrating the functions of human intuition, language vs. sense perception and reasoning in contrast with mathematics, ethics and emotions, will help providing an answer for “To what extent should we trust our fundamental skills into resolving all types of complications”. Further more, by staying in correlation with Maslow’s statement, we should come to conclusion that a human being isn’t always conscious of his actions and that it takes high self-control and creativity when in need of solving a problem. As far as I can see, encountering a problem that necessitates an approval and a final decision to be made usually requires the usage of intuition. In other words, the process in the making of a decision cannot start before a problem has actually been set. The type of problem worth being investigated, must have first been lead by an intuition, which subsequently triggers the last decision;...
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...The main knowledge claim in the question is that shared knowledge shapes personal knowledge. In my essay, I will focus on the Human Sciences and Ethics as example of areas of knowledge supporting and refuting the knowledge claim. Human sciences are seen as a very reliable source of knowledge and greatly affects our personal knowledge as it is mostly presented by authorities. Ethics can be seen as a set of rules provided by the community to decide what is right and what is wrong. It is a discussion of the way we ought to live our lives, the justifications of moral judgements and their implications for the individual and the group. As these are set by a group of people, we can see how an individual accepts what is generally accepted by the...
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...THE CONCEPT OF ANGER IN ENGLISH AND LITHUANIAN AND ITS TRANSLATION MASTER THESIS Research Adviser: Dr. L. Stankevicien_ CONTENTS Introduction ………………………………………………………………………………………3 I. The Review on the Emotion Lexis Research ……………………………………………….….6 II. Linguistic Expression of the Concept and Principles of Its Contrastive Analysis……………12 1. Concept as an Object of Cognitive Linguistics ………………………………………...12 2. Specifity of Emotion Concepts …………………………………………………………16 3. Cognitive Theory of Metaphor and Its Application in Comparative Researches……….19 III. The Levels of the Analysis of the Concept of Anger and the Peculiarities of Its Translation……………………………………………………………………………………….25 1. Lexicographical Level…………………………………………………………………...25 2. The Level of Scenario of Prototypical Situation………………………………………...33 2.1. The Cause of Anger……………………………………………………………...34 2.2. The Manifestation of Anger……………………………………………………...37 2.3. The Attempt at Controlling Anger……………………………………………….42 2.4. The Loss of Control……………………………………………………………...45 2.5. The Retribution…………………………………………………………………..49 3. The Level of Conceptual Metaphors and the Peculiarities of Translation of the Concept of Anger…………………………………………………………………………………….50 3.1. ANGER IS A HOT FLUID IN A CONTAINER ……………………………….53 3.2. ANGER IS HEAT……………………………………………………………….58 3.3. ANGER IS FIRE………………………………………………………………...60 3.4. ANGER IS A LIVING BEING………………………………………………….63 3.5. ANGER IS AN OPPONENT IN A STRUGGLE……………………………….65 3.6. ANGER...
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...How does the International Baccalaureate Diploma Programme promote learning? The International Baccalaureate Diploma programme was established to provide ‘the educational needs of globally mobile students’ (IBO 2012 p.3), allowing them to gain a recognised qualification to allow them access to further education in universities around the world. Beyond these very broad objectives the initial programme was based on three fundamental principles, which outlined the IB’s approach to learning: * to provide a broad education, establishing the basic knowledge and critical thinking skill * to develop international understanding and citizenship * to provide choice within a balanced curriculum to allow the students interests to be fulfilled (ibid). The aim as Peterson has suggested was to not to just provide a place for the ‘acquisition of general knowledge, but the development of the general powers of the mind to operate in a variety of ways of thinking’ (IBO 2012 p.4). This is expressed further in the IB’s Mission Statement which states its desire to create a better world through education, which it claims can best, be achieved through international-mindedness. It adds to this by stating that ‘the International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect (ibid). As with the other programmes, the PYP and MYP, the DP ‘promotes the education...
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...Biology guide First assessment 2016 Biology guide First assessment 2016 Diploma Programme Biology guide Published February 2014 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted...
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...An Introduction to Sociolinguistics AITA01 1 5/9/05, 4:36 PM Blackwell Textbooks in Linguistics The books included in this series provide comprehensive accounts of some of the most central and most rapidly developing areas of research in linguistics. Intended primarily for introductory and post-introductory students, they include exercises, discussion points, and suggestions for further reading. 1. Liliane Haegeman 2. 3. 4. 5. 6. 7. 8. 9. Andrew Spencer Helen Goodluck Ronald Wardhaugh Martin Atkinson Diane Blakemore Michael Kenstowicz Deborah Schiffrin John Clark and Colin Yallop 10. 11. 12. 13. Natsuko Tsujimura Robert D. Borsley Nigel Fabb Irene Heim and Angelika Kratzer 14. Liliane Haegeman and Jacqueline Guéron 15. Stephen Crain and Diane Lillo-Martin 16. Joan Bresnan 17. Barbara A. Fennell 18. Henry Rogers 19. Benjamin W. Fortson IV 20. AITA01 Liliane Haegeman 2 Introduction to Government and Binding Theory (Second Edition) Morphological Theory Language Acquisition Introduction to Sociolinguistics (Fifth Edition) Children’s Syntax Understanding Utterances Phonology in Generative Grammar Approaches to Discourse An Introduction to Phonetics and Phonology (Second Edition) An Introduction to Japanese Linguistics Modern Phrase Structure Grammar Linguistics and Literature Semantics in Generative Grammar English Grammar: A Generative Perspective An Introduction to Linguistic Theory and Language...
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...This page intentionally left blank The Study of Language This best-selling textbook provides an engaging and user-friendly introduction to the study of language. Assuming no prior knowledge of the subject, Yule presents information in short, bite-sized sections, introducing the major concepts in language study – from how children learn language to why men and women speak differently, through all the key elements of language. This fourth edition has been revised and updated with twenty new sections, covering new accounts of language origins, the key properties of language, text messaging, kinship terms and more than twenty new word etymologies. To increase student engagement with the text, Yule has also included more than fifty new tasks, including thirty involving data analysis, enabling students to apply what they have learned. The online study guide offers students further resources when working on the tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language. George Yule has taught Linguistics at the Universities of Edinburgh, Hawai’i, Louisiana State and Minnesota. He is the author of a number of books, including Discourse Analysis (with Gillian Brown, 1983) and Pragmatics (1996). “A genuinely introductory linguistics text, well suited for undergraduates who have little prior experience thinking descriptively about language. Yule’s crisp and thought-provoking presentation of key issues works...
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...IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION i ii IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION Editors KAMARUZZAMAN BUSTAMAM-AHMAD PATRICK JORY YAYASAN ILMUWAN iii Perpustakaan Negara Malaysia Cataloguing-In-Publication Data Islamic studies and Islamic education in contemporary Southeast Asia / editors: Kamaruzzaman Bustamam-Ahmad, Patrick Jory ISBN 978-983-44372-3-7 (pbk.) 1. Islamic religious education--Southeast Asia. 2. Islam--Education--Southeast Asia. I. Kamaruzzaman Bustamam-Ahmad. II. Jory, Patrick. 297.77 First Printed 2011 © 2011 Kamaruzzaman Bustamam-Ahmad & Patrick Jory Publisher: Yayasan Ilmuwan D-0-3A, Setiawangsa Business Suites, Taman Setiawangsa, 54200 Kuala Lumpur, Malaysia. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – for example, electronic, photocopy, recording – without prior written permission of the publisher. The only exception is brief quotations in printed review. The opinions expressed in this publication is the personal views of the authors, and do not necessary reflect the opinion of the publisher. Layout and cover design: Font: Font size: Printer: Hafizuldin bin Satar Goudy Old Style 11 pt Gemilang Press Sdn Bhd iv ACKNOWLEDGEMENTS T his book grew out of a three-day workshop jointly held by the Regional Studies Program, Walailak University, and the Department...
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...The Maritime Strategy of China in the Asia-Pacific Region Origins, Development and Impact HUANG, AN-HAO Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy August 2009 School of Social and Political Sciences Faculty of Arts The University of Melbourne Produced on archival quality paper ABSTRACT This thesis aims to examine how and why a continental-oriented China has shifted its maritime strategic orientation and naval force structure from its coast toward the far seas in an era of interdependent international system. Generally, China is an ancient continental land power with an incomplete oceanic awareness. With the transformation after the Cold War of China’s grand strategy from landward security to seaward security, maritime security interests have gradually become the most essential part of China’s strategic rationale. Undoubtedly, the quest for sea power and sea rights has become Beijing’s main maritime strategic issue. Given China’s escalating maritime politico-economic-military leverage in the Asia-Pacific region, its desire to become a leading sea power embodying global strategic thinking means that it must expand its maritime strategy by developing its navy and preparing for armed confrontation in terms of international relations realism. Conversely, Beijing’s maritime policy leads at the same time towards globalization, which involves multilateralism and strategic coexistence of a more pragmatic kind. This research...
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...HUMAN DEVELOPMENT REPORT 2004 Cultural Liberty in Today’s Diverse World Accommodating people’s growing demands for their inclusion in society, for respect of their ethnicity, religion, and language, takes more than democracy and equitable growth. Also needed are multicultural policies that recognize differences, champion diversity and promote cultural freedoms, so that all people can choose to speak their language, practice their religion, and participate in shaping their culture— so that all people can choose to be who they are. 65 108 166 55 34 82 3 14 91 51 40 138 29 62 6 99 161 134 114 66 128 72 33 56 175 173 130 141 4 105 169 167 43 94 73 136 144 168 45 163 48 52 30 32 Albania Algeria Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Central African Republic Chad Chile China Colombia Comoros Congo Congo, Dem. Rep. of the Costa Rica Côte d'Ivoire Croatia Cuba Cyprus Czech Republic 17 154 95 98 100 120 103 109 156 36 170 81 13 16 122 155 97 19 131 24 93 121 160 172 104 153 115 23 38 7 127 111 101 10 22 21 79 9 90 78 148 28 44 110 135 50 80 Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea...
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