{"id":13029,"date":"2020-07-08T09:59:17","date_gmt":"2020-07-08T00:59:17","guid":{"rendered":"https:\/\/themantic-education.com\/ibtok\/?p=13029"},"modified":"2020-07-11T16:36:54","modified_gmt":"2020-07-11T07:36:54","slug":"compulsory-knowledge-framework-as-a-trap-distribution-of-lesson-time","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-distribution-of-lesson-time\/","title":{"rendered":"Compulsory knowledge framework as a trap: distribution of lesson time"},"content":{"rendered":"<p>It is a requirement of the new syllabus that every unit in the course (such as the themes and the areas of knowledge) should include knowledge questions from each of the four elements of the knowledge framework (Scope, Methods and Tools, Perspectives, Ethics). Earlier I wrote about one thing that could potentially go wrong here &#8211; <a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-artificial-boundaries\/\" target=\"_blank\" rel=\"noopener noreferrer\">the danger of artificial boundaries being imposed on students and creating confusion.<\/a><\/p>\n<p><span style=\"font-weight: 400\">This requirement is necessary to ensure that there is no one-sided exploration, for example, to avoid the situation when the only thing that is discussed about sciences is the scientific method, while the ethical dimension of science is completely ignored. Fair enough.<\/span><\/p>\n<p><strong>Read more:<\/strong><\/p>\n<ul>\n<li><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><\/li>\n<li><span style=\"font-weight: 400\">Overview of the TOK Spec: <\/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><span style=\"font-weight: 400\">.<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400\">This is the second in a series of blog posts entitled \u201cTraps and loopholes in the new TOK syllabus\u201d. You can access the full list of blog posts in the series <\/span><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/traps-and-loopholes-in-the-new-tok-syllabus\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">here<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">However, I think the second trap here is that some teachers may <strong>misinterpret<\/strong> this as a requirement to dedicate equal amounts of time to each of the framework elements. Suppose, for example, that you have planned 12 lessons for Natural sciences. Then some teachers may decide that they need, within that, 3 hours for Scope, 3 hours for Perspectives, 3 hours for Methods and tools, and 3 hours for Ethics.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">However, nowhere does it say in the Guide that coverage must be equal. This is not what \u201ccompulsory\u201d means.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">If coverage is equal, aren\u2019t we imposing artificial boundaries again? You would probably agree that discussing ethics in Mathematics is not as exciting as discussing ethics in Human sciences. Conversely, there may be a lot more to discuss about \u201cPerspectives\u201d in History, as compared to \u201cPerspectives\u201d in other areas of knowledge.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Don\u2019t get me wrong, I think ethics in Mathematics should be discussed &#8211; and it does raise some very interesting questions. But I don\u2019t think that we must spend the same amount of time discussing ethics in Mathematics as we spend discussing ethics in other areas of knowledge.<\/span><\/p>\n<div id=\"attachment_13033\" style=\"width: 232px\" class=\"wp-caption alignright\"><a href=\"https:\/\/store.themantic-education.com\/collections\/textbooks\/products\/ib-theory-of-knowledge-a-students-guide-textbook\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-13033\" class=\"wp-image-13033 size-medium\" src=\"https:\/\/themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/07\/image1-222x300.png\" alt=\"\" width=\"222\" height=\"300\" srcset=\"https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/07\/image1-222x300.png 222w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/07\/image1-100x135.png 100w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/07\/image1.png 758w\" sizes=\"auto, (max-width: 222px) 100vw, 222px\" \/><\/a><p id=\"caption-attachment-13033\" class=\"wp-caption-text\">In Themantic Education\u2019s IB TOK resources, we focus on questions that are most meaningful for a given theme or area of knowledge<\/p><\/div>\n<p><span style=\"font-weight: 400\">So here is what I\u2019m going to do:<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">For every area of knowledge I will identify knowledge questions that I think are crucial, and I will focus on these knowledge questions. For Mathematics, for example, my focus will be on axiomatic systems, deductive reasoning and \u201cdiscovered versus invented\u201d. I will have an ethical dimension as well, but it will not have the same focus.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">I will try my best to consider all units within the course in comparison. When I discuss historical perspectives, for example, I will ask: \u201cwhat would be the equivalent in Natural sciences or Mathematics?\u201d This way, through comparison, I will avoid artificial knowledge questions that cannot be answered meaningfully.\u00a0<\/span><\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>It is a requirement of the new syllabus that every unit in the course (such as the themes and the areas of knowledge) should include knowledge questions from each of the four elements of the knowledge framework (Scope, Methods and Tools, Perspectives, Ethics). Earlier I wrote about one thing that could potentially go wrong here &#8211; the danger of artificial &#8230; <\/p>\n<div><a href=\"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-distribution-of-lesson-time\/\" class=\"more-link\">Read More<\/a><\/div>\n","protected":false},"author":5,"featured_media":13032,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rs_blank_template":"","rs_page_bg_color":"","slide_template_v7":"","footnotes":""},"categories":[115,101],"tags":[],"class_list":["post-13029","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-curriculum","category-knowledge-framework"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Compulsory knowledge framework as a trap: distribution of lesson time | 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\/compulsory-knowledge-framework-as-a-trap-distribution-of-lesson-time\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Compulsory knowledge framework as a trap: distribution of lesson time | IB Theory of Knowledge\" \/>\n<meta property=\"og:description\" content=\"It is a requirement of the new syllabus that every unit in the course (such as the themes and the areas of knowledge) should include knowledge questions from each of the four elements of the knowledge framework (Scope, Methods and Tools, Perspectives, Ethics). 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