{"id":13089,"date":"2020-08-21T12:42:42","date_gmt":"2020-08-21T03:42:42","guid":{"rendered":"https:\/\/themantic-education.com\/ibtok\/?p=13089"},"modified":"2020-08-23T07:50:11","modified_gmt":"2020-08-22T22:50:11","slug":"personal-and-shared-knowledge-as-a-trap-why-has-the-difference-been-removed","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibtok\/2020\/08\/21\/personal-and-shared-knowledge-as-a-trap-why-has-the-difference-been-removed\/","title":{"rendered":"Personal and shared knowledge as a trap: Why has the difference been removed?"},"content":{"rendered":"<p><b>This blog post belongs to a series entitled \u201cTraps and loopholes in the new TOK syllabus.&#8221; You can access the full list of blog posts in the series <\/b><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/traps-and-loopholes-in-the-new-tok-syllabus\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>here<\/b><\/a><b>.\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Earlier I explored traps and opportunities in the new TOK syllabus associated with the \u201ccompulsory\u201d knowledge framework and the new \u201cthemes\u201d (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;\">). Now I switch over to another interesting change &#8211; the removal of terms \u201cpersonal knowledge\u201d and \u201cshared knowledge.&#8221;<\/span><\/p>\n<p><strong>Read more:<\/strong><\/p>\n<ul>\n<li><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;\">Overview: Traps and loopholes in the new TOK syllabus<\/span><\/a><\/li>\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\"><span style=\"font-weight: 400;\">Compulsory knowledge framework as a trap: artificial boundaries<\/span><\/a><\/li>\n<li><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\"><span style=\"font-weight: 400;\">Compulsory knowledge framework as a trap: distribution of lesson time<\/span><\/a><\/li>\n<li><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\"><span style=\"font-weight: 400;\">Compulsory knowledge framework as an opportunity: use key concepts and tick all the boxes<\/span><\/a><\/li>\n<li><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\"><span style=\"font-weight: 400;\">Themes as a trap: TOK essay is based on areas of knowledge<\/span><\/a><\/li>\n<li><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\"><span style=\"font-weight: 400;\">Themes as a trap: Does the TOK exhibition have to be based on one of the themes?<\/span><\/a><\/li>\n<\/ul>\n<h3 style=\"text-align: center;\"><strong>Why have these terms been removed? <\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">The distinction between personal and shared knowledge was removed from the new Guide because it does not sit well with the Optional themes. It is easy to explain that the Core theme \u201cKnowledge and the knower\u201d is (kind of) about personal knowledge and Areas of knowledge are about shared knowledge. But with Optional themes, it\u2019s a mixture of the two. Not easy to separate.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">When you try to find the place for personal and shared knowledge in the new syllabus, you realize that:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The Core theme (\u201cKnowledge and the knower\u201d) is kind of about personal knowledge. \u201cKind of\u201d &#8211; because in principle you could talk about the collective knower, but the knowledge questions suggested in the Guide all revolve around how we as individuals obtain knowledge about ourselves and the world around us. The Core theme was designed to help students relate TOK to their personal everyday learning situations.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Areas of knowledge are about shared knowledge. Nothing changed here. Physics is shared knowledge. Your understanding of physics is personal knowledge. These are not the same. Physics belongs with areas of knowledge. Your understanding of physics belongs with the Core theme (\u201cKnowledge and the knower\u201d).\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Optional themes are a mix of the two. For example, in \u201cKnowledge and language\u201d you can discuss our collective knowledge of how language influences thought (shared knowledge), but you can also discuss how the use of language in your everyday life is misleading to you (personal knowledge).\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">It is too difficult to explain what Optional themes are, in terms of personal versus shared knowledge. I think this was the reason the distinction between personal and shared was removed from the new Guide.\u00a0<\/span><\/p>\n<h3 style=\"text-align: center;\"><b>What\u2019s the trap?<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">We need to remember one important thing: the <\/span><b>TOK essay will be based on areas of knowledge<\/b><span style=\"font-weight: 400;\">. Shared knowledge, in other words. Arguments related to personal knowledge are weak arguments for the TOK essay. Students should focus their essays on arguments related to shared knowledge.\u00a0<\/span><\/p>\n<div id=\"attachment_13033\" style=\"width: 232px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-13033\" class=\"size-medium wp-image-13033\" 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\" \/><p id=\"caption-attachment-13033\" class=\"wp-caption-text\">Themantic TOK course brings back the terms \u201cpersonal and shared knowledge\u201d. This is done to provide students with clear expectations about the TOK essay.<\/p><\/div>\n<p><span style=\"font-weight: 400;\">Take the following knowledge question (that was an actual prescribed essay title recently): <\/span><i><span style=\"font-weight: 400;\">Do good explanations have to be true?<\/span><\/i><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Student A says: There is no way we can know if an explanation is true, but it can be good enough to be accepted by us provisionally beyond a reasonable doubt. For example, when the plum pudding model of the atom was proposed, it was not true (as we know now). But this model was a good explanation of the atom because it fit the data that was available at that time.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Student B says: Sometimes to be convincing, explanations have to be a little false. For example, when you explain a difficult scientific concept to a five-year-old, the child will not understand if you use complicated scientific study. Instead you can explain by telling an interesting story or through a game, and you can simplify the truth to make it more relatable to the child.\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Student A is writing a good TOK essay focused on shared knowledge. Student B is misinterpreting the title and missing the point.\u00a0<\/span><\/p>\n<p><b>Conclusion: Although the distinction between shared knowledge and personal knowledge has been removed from the Guide, it is still implicit in the course. In fact, it has never been more important. It doesn\u2019t make much difference for the Exhibition, but it makes a tremendous difference for the essay.\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Read further: <\/span><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\/\"><span style=\"font-weight: 400;\">Personal and shared knowledge as an opportunity: Why we need these terms back when we teach thematically<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This blog post belongs to a series entitled \u201cTraps and loopholes in the new TOK syllabus.&#8221; You can access the full list of blog posts in the series here.\u00a0 Earlier I explored traps and opportunities in the new TOK syllabus associated with the \u201ccompulsory\u201d knowledge framework and the new \u201cthemes\u201d (for an overview of the new TOK spec, see The &#8230; <\/p>\n<div><a href=\"https:\/\/www.themantic-education.com\/ibtok\/2020\/08\/21\/personal-and-shared-knowledge-as-a-trap-why-has-the-difference-been-removed\/\" class=\"more-link\">Read More<\/a><\/div>\n","protected":false},"author":5,"featured_media":13090,"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":[116,115],"tags":[],"class_list":["post-13089","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-curriculum"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Personal and shared knowledge as a trap: Why has the difference been removed? | 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\/08\/21\/personal-and-shared-knowledge-as-a-trap-why-has-the-difference-been-removed\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Personal and shared knowledge as a trap: Why has the difference been removed? | IB Theory of Knowledge\" \/>\n<meta property=\"og:description\" content=\"This blog post belongs to a series entitled \u201cTraps and loopholes in the new TOK syllabus.&#8221; You can access the full list of blog posts in the series here.\u00a0 Earlier I explored traps and opportunities in the new TOK syllabus associated with the \u201ccompulsory\u201d knowledge framework and the new \u201cthemes\u201d (for an overview of the new TOK spec, see The ... 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