{"id":13012,"date":"2020-07-08T09:32:23","date_gmt":"2020-07-08T00:32:23","guid":{"rendered":"https:\/\/themantic-education.com\/ibtok\/?p=13012"},"modified":"2020-09-23T22:00:19","modified_gmt":"2020-09-23T13:00:19","slug":"traps-and-loopholes-in-the-new-tok-syllabus","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/traps-and-loopholes-in-the-new-tok-syllabus\/","title":{"rendered":"Traps and loopholes in the new TOK syllabus"},"content":{"rendered":"<p><span style=\"font-weight: 400\"><strong>This is the first in a series of blog posts that explores the aspects of the new IB TOK syllabus that are most crucial for your planning of the course. These will be pragmatic posts (no lofty pedagogy). They will focus on the stuff in the new Guide that is written between the lines.<\/strong><\/span><\/p>\n<p><span style=\"font-weight: 400\"><strong>Read More:<\/strong><\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">For an overview of the new TOK spec, see <\/span><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/06\/25\/the-new-tok-syllabus-at-a-glance\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">The new TOK syllabus at a glance<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/li>\n<li><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/06\/18\/how-to-download-the-new-tok-guide\/\" target=\"_blank\" rel=\"noopener noreferrer\">How to Download the New TOK Guide<\/a><\/li>\n<li><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/02\/new-tok-textbook-list-of-lessons\/\" target=\"_blank\" rel=\"noopener noreferrer\">New TOK Textbook: List of Lessons<\/a><\/li>\n<\/ul>\n<div id=\"attachment_12971\" style=\"width: 224px\" class=\"wp-caption alignright\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/06\/25\/__trashed\/screen-shot-2020-06-18-at-10-31-33\/\" rel=\"attachment wp-att-12971\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-12971\" class=\"size-medium wp-image-12971\" src=\"https:\/\/themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/06\/Screen-Shot-2020-06-18-at-10.31.33-214x300.png\" alt=\"\" width=\"214\" height=\"300\" srcset=\"https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/06\/Screen-Shot-2020-06-18-at-10.31.33-214x300.png 214w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/06\/Screen-Shot-2020-06-18-at-10.31.33-729x1024.png 729w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/06\/Screen-Shot-2020-06-18-at-10.31.33-768x1079.png 768w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/06\/Screen-Shot-2020-06-18-at-10.31.33-100x140.png 100w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/06\/Screen-Shot-2020-06-18-at-10.31.33.png 798w\" sizes=\"auto, (max-width: 214px) 100vw, 214px\" \/><\/a><p id=\"caption-attachment-12971\" class=\"wp-caption-text\">Our new blog, textbook, teacher support packs and other resources are here to help you with the new TOK course.<\/p><\/div>\n<p><span style=\"font-weight: 400\">Before I begin, let me say that <\/span><b>I don\u2019t mean \u201ctraps\u201d and \u201cloopholes\u201d in a negative way<\/b><span style=\"font-weight: 400\">, as something that speaks about low quality of the syllabus. Quite on the contrary, it is obvious that the new spec addresses many problems of the old spec, and that a lot of planning and effort has gone into creating a syllabus that would make students\u2019 TOK experiences even more engaging and insightful.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">But any syllabus, even the very best one, will have elements that can be misinterpreted and elements that can be used to your advantage.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">When I say \u201c<\/span><b>traps<\/b><span style=\"font-weight: 400\">\u201d, I mean those aspects of the new spec that have a potential to be exaggerated or misunderstood, at least by some teachers. I want to point at such aspects to ensure that you don\u2019t fall into the trap.<\/span><\/p>\n<p><span style=\"font-weight: 400\">When I say \u201c<\/span><b>loopholes<\/b><span style=\"font-weight: 400\">\u201d, I mean those aspects of the new spec that you can explore to make the course more concise, more focused on assessment or otherwise more suitable to your needs. I want to point at these aspects to ensure that you see these hidden opportunities. To use them or not is up to you.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Here is a brief overview of the blog posts that will be included in this series, for you to know what to expect. As the posts are being written, we will update this page with relevant links.\u00a0<\/span><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"208\">\n<h3><strong>New aspect of the syllabus<\/strong><\/h3>\n<\/td>\n<td width=\"208\">\n<h3><strong>Trap \/ loophole<\/strong><\/h3>\n<\/td>\n<td width=\"208\">\n<h3><strong>Link to blog post<\/strong><\/h3>\n<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"3\" width=\"208\">\n<h5><strong>Knowledge framework is now \u201ccompulsory\u201d. This means that all four elements of it (Scope, Methods and tools, Perspectives, Ethics) should be taught in all units of the course (themes and areas of knowledge)<\/strong><\/h5>\n<\/td>\n<td width=\"208\">\n<p><span style=\"color: #ff0000\"><strong>Trap<\/strong><\/span>: this could be misinterpreted as a requirement to teach the four elements explicitly.<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-artificial-boundaries\/\" target=\"_blank\" rel=\"noopener noreferrer\">Compulsory knowledge framework as a trap: artificial boundaries<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">\n<p><span style=\"color: #ff0000\"><strong>Trap<\/strong><\/span>: this could be misinterpreted as a requirement to give the four elements equal amounts of time<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-distribution-of-lesson-time\/\" target=\"_blank\" rel=\"noopener noreferrer\">Compulsory knowledge framework as a trap: distribution of lesson time<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">\n<p><span style=\"color: #339966\"><strong>Loophole<\/strong><\/span>: if you organize your course thematically rather than linearly, it will be easy to meet the compulsory knowledge framework requirement without artificial distinctions<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-an-opportunity-use-key-concepts-and-tick-all-the-boxes\/\" target=\"_blank\" rel=\"noopener noreferrer\">Compulsory knowledge framework as an opportunity: use key concepts and tick all the boxes<\/a><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"3\" width=\"208\">\n<h5><strong>The course now includes themes (one core and two out of five optional). This gives students a chance to discuss interesting questions not otherwise covered in areas of knowledge, and to find more connections between TOK and real life.<\/strong><\/h5>\n<\/td>\n<td width=\"208\">\n<p><span style=\"color: #ff0000\"><strong>Trap<\/strong><\/span>: TOK essay is based on areas of knowledge. The more time you spend on the themes, the less you prepare students for the essay?<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/29\/themes-as-a-trap-tok-essay-is-based-on-areas-of-knowledge\/\" target=\"_blank\" rel=\"noopener noreferrer\">Themes as a trap: TOK essay is based on areas of knowledge<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">\n<p><span style=\"color: #ff0000\"><strong>Trap<\/strong><\/span>: The IB strongly recommends to base the TOK exhibition on one of the themes. However, including a link to the theme is not required for the TOK exhibition commentary.<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/29\/themes-as-a-trap-does-the-tok-exhibition-have-to-be-based-on-one-of-the-themes\/\" target=\"_blank\" rel=\"noopener noreferrer\">Themes as a trap: does the TOK exhibition have to be based on one of the themes?<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">\n<p><span style=\"color: #339966\"><strong>Loophole<\/strong><\/span>: if you teach areas of knowledge <em>through<\/em> themes, you kill multiple birds with one stone<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/09\/23\/themes-as-an-opportunity-teaching-areas-of-knowledge-through-themes\/\" target=\"_blank\" rel=\"noopener noreferrer\">Themes as an opportunity: Teaching areas of knowledge through themes<\/a><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"208\">\n<h5><strong>The Guide no longer uses the terms \u201cpersonal knowledge\u201d and \u201cshared knowledge\u201d<\/strong><\/h5>\n<\/td>\n<td width=\"208\">\n<p><span style=\"color: #ff0000\"><strong>Trap<\/strong><\/span>: this distinction is still implicit in the course. Areas of knowledge are about shared knowledge. The core theme (Knowledge and the knower) is about personal knowledge. Optional themes are a mix. Without this distinction, there might be some confusion regarding what is acceptable in the TOK essay and what isn\u2019t.<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/08\/21\/personal-and-shared-knowledge-as-a-trap-why-has-the-difference-been-removed\/\" target=\"_blank\" rel=\"noopener noreferrer\">Personal and shared knowledge as a trap: Why has the difference been removed?<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">\n<p><span style=\"color: #339966\"><strong>Loophole<\/strong><\/span>: if we return the clear distinction between the two, we can teach themes and areas of knowledge together.<\/td>\n<td width=\"208\"><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/08\/21\/personal-and-shared-knowledge-as-an-opportunity-why-we-need-these-terms-back-when-we-teach-thematically\/\" target=\"_blank\" rel=\"noopener noreferrer\">Personal and shared knowledge as an opportunity: Why we need these terms back when we teach thematically<\/a><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"3\" width=\"208\">\n<h5><strong>Students are no longer required to formulate their own knowledge questions<\/strong><\/h5>\n<\/td>\n<td width=\"208\">\n<p><span style=\"color: #ff0000\"><strong>Trap<\/strong><\/span>: some teachers may misinterpret this to mean that students don\u2019t have to know the difference between first-order and second-order knowledge and claims. But they do.<\/td>\n<td width=\"208\">Coming up<\/td>\n<\/tr>\n<tr>\n<td width=\"208\">\n<p><span style=\"color: #339966\"><strong>Loophole<\/strong><\/span>: if you focus the course on teaching key concepts and key thinking skills, students will learn how to <em>answer<\/em> knowledge questions (not only ask them)<\/td>\n<td width=\"208\">Coming up<\/td>\n<\/tr>\n<tr>\n<td width=\"208\">\n<p><span style=\"color: #339966\"><strong>Loophole<\/strong><\/span>: we can restructure the course to model thinking that is necessary in the TOK exhibition and the TOK essay. For this we need to answer our knowledge questions and invite students to argue with us. This is opposed to simply asking a question and inviting students to discuss.<\/td>\n<td width=\"208\">Coming up<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>This is the first in a series of blog posts that explores the aspects of the new IB TOK syllabus that are most crucial for your planning of the course. These will be pragmatic posts (no lofty pedagogy). They will focus on the stuff in the new Guide that is written between the lines. Read More: For an overview of &#8230; <\/p>\n<div><a href=\"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/traps-and-loopholes-in-the-new-tok-syllabus\/\" class=\"more-link\">Read More<\/a><\/div>\n","protected":false},"author":5,"featured_media":13013,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rs_blank_template":"","rs_page_bg_color":"#ffffff","slide_template_v7":"","footnotes":""},"categories":[115],"tags":[],"class_list":["post-13012","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-curriculum"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Traps and loopholes in the new TOK syllabus | IB Theory of Knowledge<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/traps-and-loopholes-in-the-new-tok-syllabus\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Traps and loopholes in the new TOK syllabus | IB Theory of Knowledge\" \/>\n<meta property=\"og:description\" content=\"This is the first in a series of blog posts that explores the aspects of the new IB TOK syllabus that are most crucial for your planning of the course. 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