This is the fifth of six special TOK posts to directly assist students and teachers in appreciating vital nuances associated with each of the May 2021 Prescribed Titles. For each title, I will identify some initial key concepts and highlight some specific approaches to address them along with specific Ideas Roadshow’s IBDP Portal resources that can concretely assist in the development of a strong TOK essay for that particular title.
This piece discusses PT5: “Areas of knowledge are most useful in combination with each other.” Discuss this claim with reference to two areas of knowledge.
Key Concepts and Analysis:
One of the first thoughts that occurs to me as I glance at this title is that it is, in some ways, a sort of “flip side” to PT3, as both deal with the notion of interdisciplinarity. While PT3 maintains that the very act of grouping our knowledge into different categories necessarily inhibits our full powers of understanding, this title maintains that the most useful aspect of the categorization scheme of developing distinct “areas of knowledge” lies in its potential of combining them.
More specifically, the two words that immediately jump out at me in this title are “most” and “useful” (both independently, and as part of a compound expression), leading to the following two thoughts:
- What is meant by “useful” in this context?
- Under what circumstances can I rigorously assess to what extent something is clearly “most useful”?—that is, demonstrably more useful than anything else.
Personally, the first part doesn’t seem all that problematic. Presumably what I mean by “useful” here is something like “leads to increased understanding”, by setting the stage for future knowledge generation and/or better appreciating and recognizing what I already know. In other words, it’s clear that the creation and application of a scheme of “areas of knowledge” is an artificial construct we have developed—the world wasn’t made with little “AOK” labels affixed to things—and the reason we have decided to invoke such a structure is because we believe that by doing so we can both better organize our knowledge (i.e. understand the world around us) and provide a good framework for developing new knowledge/understanding.
It’s when considering the second aspect—how can I know when something is most useful in this context?— that the situation becomes decidedly murkier. In particular, I might believe that the AOK structure is useful in many ways, including the associated opportunity to specifically investigate combinations of different AOKs, but I might disagree that the notion of combining AOKs is the most useful aspect of this organizational structure. Perhaps I think that, in some overall sense, “more” knowledge (or, even more contentiously, “more valuable” knowledge) is generated within AOKs than “across” them.
Or maybe I think that the key (i.e. in this context “most useful”) factor of the entire AOK schema is not so much knowledge generation per se but rather appreciating what I already know through a comprehensive organizational structure, and the most important aspect of such a structure is the comprehensiveness, or flexibility, or something else entirely, of each of my AOKs. Or maybe I believe that the effectiveness of my entire AOK knowledge structure depends on my choice of AOKs themselves, and in some possible schemes the principal utility of my framework lies in the power of the AOKs themselves while in others it rests with how they might be combined.
In other words, and somewhat more abstractly, this title involves a dip into a form of “meta-meta-thinking”. If TOK is a form of meta-thinking—thinking about knowledge rather than simply acquiring knowledge—, then asking questions about how, exactly, we should think about knowledge—such as which AOKs we should use in our organizational framework and what their principal utility towards our understanding is—involves a form of meta-TOK thinking, or meta-meta-thinking.
It is likely not a coincidence that three of this year’s 6 prescribed titles (I’ve already mentioned PT3 above, but note that PT2 also alludes to how the distinction between “change” and “progress” might well be “AOK-dependent”) are of the meta-TOK variety at precisely the time when the IBO powers that be have been thinking deeply about how best to restructure the TOK curriculum.
At any rate, a successful exploration of this title will most definitely require you to plunge into an explicit analysis of the benefits of the “AOK organizational framework”. And remember: it’s not enough to show that, however you define “useful” (and you must), combining AOKs is a useful thing to be doing. A TOK student’s job is to demonstrate that the act of combining AOKs can be demonstrated to be—or not to be—or in some instances yes and in others no—the most useful aspect of the entire TOK knowledge framework.
As always, a vital way to go forwards is to be working with some specific examples both to clarify what you believe and to best present your arguments, the details of which are naturally up to you. In what follows, I’ll highlight a number of related TOK resources that are part of Ideas Roadshow’s IBDP Portal grouped in two sections: those that demonstrate the merits of interdisciplinarity and the “potential porousness” of AOK boundaries, and others that support the notion of the productive knowledge-generation capacity of separate self-contained AOKs.
Below we highlight a number of specific TOK resource examples from Ideas Roadshow’s IBDP Portal to build a world-class TOK Essay.
Ideas Roadshow’s IBDP Portal is an IB-specific video and digital print database which offers a strong pedagogical framework where TOK is the backbone of interdisciplinarity throughout all resources. Visit our website for further details, to request a free, no-obligation trial or to purchase an individual teacher or student subscription.
I. The Merits of Interdisciplinarity
In A Historian’s Toolbox, UC Berkeley historian Martin Jay describes how paying close attention to evolutions of particular social and linguistic developments (Human Sciences) is an essential aspect of the development of historical knowledge (History).
In Testing Reality and Applied Philosophy, National University of Singapore and Oxford University physicist Artur Ekert relates how philosophical probing (Human Sciences), mathematical formalism (Mathematics) and carefully-designed experiments (Natural Sciences) combined to lead to ground-breaking changes in our understanding of nature.
In Enlarging the Conversation, Princeton University historian David Cannadine argues that historians would significantly benefit from detailed discussions with neuroscientists and geneticists (Natural Sciences) in order to further their understanding of the human condition that lies at the heart of the historical enterprise (History).
In Testing Morality, Emory University primatologist Frans de Waal describes how the application of economists’ “ultimatum game” (Human Sciences) to the broader biological world (Natural Sciences) can provide a wealth of tangible insights into notions of morality (Ethics), while in Individuals and Community and Evolving Moral Understanding he relates his findings on the profound structural similarity between human and animal morality that not only bridge the Human Sciences, Natural Sciences and Ethics, but also propose insights on the development of ethical systems that are relevant to religious knowledge systems.
In Predicting Our World, Northeastern University psychologist Lisa Feldman Barrett illustrates how a detailed understanding of the creative process of visual artists (The Arts) can better help us understand and appreciate how the brain interprets and imposes its structures on the world (Human Sciences, Natural Sciences).
II. Knowledge Generation Within Individual AOKs
In Retooling Our Brains and Constantly Testing, Duke University neuroscientist Miguel Nicolelis demonstrates how a keen biological understanding twinned with rigorous experiment can drive our knowledge of how the brain works. Meanwhile, in Necessary but not Sufficient he illustrates how interdisciplinary approaches can still exist within a given AOK, contrasting reductionistic tendencies in physics with the need for a more holistic approach in neurobiology.
A similar demonstration of how illuminating interdisciplinary thinking can occur within the same AOK—once again using the example of physics and biology in the Natural Sciences—occurs in Scott Tremaine’s penetrating analysis in Darwin and the Butterfly, where he distinguishes the knowledge process in astrophysics and evolutionary biology with other areas of both physics and biology.
In Off Base, Cambridge University historian Stefan Collini describes how, by diligently returning to a careful examination of the historical record we can eliminate common misconceptions and develop a clearer understanding of past events.
In History, Evolving and Seeking the Bigger Picture UCLA’s historian Margaret Jacob reveals how careful and experienced historians can make knowledgeable judgements about not only what has happened and why, but also what constitutes responsible and productive approaches to the historical enterprise.
In Thinking It Through, University of Cambridge political scientist John Dunn describes how a rigorous analysis of the concepts of democracy, civil liberties and capitalism—all in the Human Sciences domain—enable us to reveal common inconsistencies and contradictions that might otherwise have laid hidden.
In Mathematics and the Real World, University of Warwick mathematician and bestselling author Ian Stewart describes how, within the domain of mathematics, pure and applied streams can combine to dramatically increase our mathematical understanding.
Students and teachers who already have access to Ideas Roadshow’s IBDP Portal are also referred to each of the 5 Ideas Roadshow TOK Samplers dedicated to a specific AOK—Mathematics, Human Sciences, Natural Sciences, History and The Arts—for added perspectives on the breadth, depth, degree of self-containment and potential interdisciplinarity of these AOKs.