{"id":13189,"date":"2021-03-02T14:08:34","date_gmt":"2021-03-02T05:08:34","guid":{"rendered":"https:\/\/themantic-education.com\/ibtok\/?p=13189"},"modified":"2021-03-02T17:57:40","modified_gmt":"2021-03-02T08:57:40","slug":"tok-exhibition-sample-2","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibtok\/2021\/03\/02\/tok-exhibition-sample-2\/","title":{"rendered":"TOK exhibition Sample 2"},"content":{"rendered":"<p><b>This is our SECOND TOK exhibition sample: the written commentary itself as well as a video that gives a step-by-step explanation of the full creation process.<\/b><\/p>\n<p><span style=\"font-weight: 400\">TOK exhibition Sample 2 uses the bottom-up approach:<\/span><\/p>\n<ul>\n<li>Find the first object (possible linked to a theme)<\/li>\n<li>Find a suitable prompt<\/li>\n<li>Find the second object to add something new to the idea of the exhibition<\/li>\n<li>Find the third object to add something new to the first two<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">The IA prompt that was selected is &#8220;In what ways do values affect the production of knowledge&#8221;. The three objects are:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Image from Emma Read\u2019s patent of a portable baby cage (1923)<\/span><\/li>\n<li><span style=\"font-weight: 400\">Atlatl &#8211; the earliest spear-throwing device<\/span><\/li>\n<li><span style=\"font-weight: 400\">Rorschach\u2019s ink blot test, Card 4<\/span><\/li>\n<\/ul>\n<p><b>Why we are doing this<\/b><\/p>\n<div id=\"attachment_13150\" style=\"width: 221px\" class=\"wp-caption alignleft\"><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-13150\" class=\"wp-image-13150\" src=\"https:\/\/themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new.png\" alt=\"\" width=\"211\" height=\"285\" srcset=\"https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new.png 2488w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-222x300.png 222w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-758x1024.png 758w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-768x1038.png 768w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-1137x1536.png 1137w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-1516x2048.png 1516w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-100x135.png 100w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-906x1224.png 906w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/02\/ib-tok-cover-new-1200x1622.png 1200w\" sizes=\"auto, (max-width: 211px) 100vw, 211px\" \/><\/a><p id=\"caption-attachment-13150\" class=\"wp-caption-text\">ThemEd&#8217;s TOK textbook for the new syllabus<\/p><\/div>\n<p><span style=\"font-weight: 400\">We at Themantic Education think that the best way to support students in making their TOK exhibition is to demonstrate some specific examples &#8211; not only the final product, but the full thinking process that went into it. This way students will understand not only where they need to go, but also how to get there.<\/span><\/p>\n<p><span style=\"font-weight: 400\">For this reason we have created several sample TOK exhibitions each using a slightly diff<\/span>erent approach to selecting the objects.<\/p>\n<p><span style=\"font-weight: 400\">Each of our sample exhibitions includes the fully written TOK exhibition commentary and a YouTube video that gives a step-by-step explanation of how the exhibition was created. Together they will help your students understand the process thor<\/span><span style=\"font-weight: 400\">oughly.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Don&#8217;t forget to check out our other TOK exhibition samples! See <\/span><a href=\"https:\/\/www.youtube.com\/playlist?list=PL8QtAUy8cD-LL79g5bZWBR9BiTEPIc9AG\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Thematic Education\u2019s IB TOK playlist on YouTube<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">(And buy <a href=\"https:\/\/store.themantic-education.com\/collections\/textbooks\/products\/ib-theory-of-knowledge-a-students-guide-textbook\" target=\"_blank\" rel=\"noopener\">our textbook<\/a>, it&#8217;s awesome and different from all other textbooks)<\/span><\/p>\n<hr \/>\n<h3 style=\"text-align: center\"><b>EXPLAINER VIDEO:<br \/>\nThe process of creation<\/b><\/h3>\n<div class=\"x-resp-embed x-is-video x-is-youtube\"><iframe loading=\"lazy\" title=\"IB TOK Exhibition Example #2\" width=\"786\" height=\"442\" src=\"https:\/\/www.youtube.com\/embed\/GWFeoJ_vvWc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n<hr \/>\n<h3 style=\"text-align: center\"><b>WRITTEN COMMENTARY:<br \/>\nIn what ways do values affect the production of knowledge?<br \/>\n<\/b><\/h3>\n<p><span style=\"font-weight: 400\">In this exhibition I will interpret the term \u201cvalues\u201d broadly as anything we humans attach subjective importance to. The term \u201cproduction of knowledge\u201d is also used in a broad sense, encompassing both our collective body knowledge as a society and our individual knowledge that we acquire in our everyday lives. <\/span><\/p>\n<table style=\"height: 339px\" width=\"901\">\n<tbody>\n<tr>\n<td><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-13191 aligncenter\" src=\"https:\/\/themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/455px-US1448235_Portable_Baby_Cage_Fig_1-228x300.png\" alt=\"\" width=\"235\" height=\"309\" srcset=\"https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/455px-US1448235_Portable_Baby_Cage_Fig_1-228x300.png 228w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/455px-US1448235_Portable_Baby_Cage_Fig_1-100x132.png 100w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/455px-US1448235_Portable_Baby_Cage_Fig_1.png 455w\" sizes=\"auto, (max-width: 235px) 100vw, 235px\" \/><\/p>\n<p style=\"text-align: center\"><b>Object 1. Image from Emma Read\u2019s patent of a portable baby cage (1923)<br \/>\n<\/b><i><span style=\"font-weight: 400\">Source: US Patent US1448235A: <\/span><\/i><a href=\"https:\/\/patents.google.com\/patent\/US1448235A\/en\"><i><span style=\"font-weight: 400\">https:\/\/patents.google.com\/patent\/US1448235A\/en<\/span><\/i><\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400\">In 1923 Emma Read patented a baby cage. My first object is an image from that patent. A baby cage (or a \u201cwindow crib\u201d) is a crib designed to be suspended outside the window of a city apartment. They became popular at the start of the 20th century after Dr. Luther Holt popularized the idea that exposing babies to fresh air is beneficial for their health. Reportedly, Eleanor Roosevelt used a baby cage for her child Anna. Her neighbors threatened to call the authorities on her. Baby cages were suggested as a way to keep babies healthy in small city apartments by \u201cairing\u201d them periodically, but they were quickly discontinued because the public was not comfortable with the idea of suspending their infants outside the window (Keyser, 2015; Szalinski, 2019).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">This object links to the prompt because it is a case of production of knowledge that was stopped because it interfered with some of our values. The only way to test Dr. Holt\u2019s theory is to try it in practice and to see if babies that are being \u201caired\u201d regularly are, generally speaking, healthier than their \u201cnon-aired\u201d counterparts. But before this theory could be tested, the use of baby cages was discontinued. This is because people felt bad about suspending babies outside.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">This object has been included in the exhibition because it shows that values sometimes create an obstacle to obtaining knowledge that is potentially useful. In this example our values (such as \u201cwe must protect children and keep them safe by all means\u201d) interfere with activities that can actually produce knowledge that will benefit many future generations of children. Short-term discomfort outweighs long-term benefits. Note that baby cages were actually designed with the intent of keeping children healthy. So, our values of keeping children safe and healthy prevent us from getting to know how we can do a better job keeping them safe and healthy. <\/span><\/p>\n<table style=\"height: 270px\" width=\"906\">\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: center\"><b><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-13192\" src=\"https:\/\/themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/800px-Atlatls_17-12_kya_upper_from_La_Madeleine_rockshelter_lower_from_Le_Mas_dAzil_France_-_Houston_Museum_of_Natural_Science_-_DSC02033-300x155.jpeg\" alt=\"\" width=\"456\" height=\"235\" srcset=\"https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/800px-Atlatls_17-12_kya_upper_from_La_Madeleine_rockshelter_lower_from_Le_Mas_dAzil_France_-_Houston_Museum_of_Natural_Science_-_DSC02033-300x155.jpeg 300w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/800px-Atlatls_17-12_kya_upper_from_La_Madeleine_rockshelter_lower_from_Le_Mas_dAzil_France_-_Houston_Museum_of_Natural_Science_-_DSC02033-768x397.jpeg 768w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/800px-Atlatls_17-12_kya_upper_from_La_Madeleine_rockshelter_lower_from_Le_Mas_dAzil_France_-_Houston_Museum_of_Natural_Science_-_DSC02033-100x52.jpeg 100w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/800px-Atlatls_17-12_kya_upper_from_La_Madeleine_rockshelter_lower_from_Le_Mas_dAzil_France_-_Houston_Museum_of_Natural_Science_-_DSC02033.jpeg 800w\" sizes=\"auto, (max-width: 456px) 100vw, 456px\" \/><\/b><\/p>\n<p style=\"text-align: center\"><b>Object 2. Atlatl. Exhibit in the Houston Museum of Natural Science, Houston, Texas, USA<br \/>\n<\/b><i><span style=\"font-weight: 400\">Image source: Wikimedia Commons<\/span><\/i><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400\">My second object is an atlatl. Atlatl is a spear-throwing device. The oldest one discovered was made in France around 17,500 years ago. The atlatl creates extra leverage, so you can attack dangerous game animals (like mammoths) from a long distance without becoming prey to these animals yourself. According to sources such as (Hirst, 2019), this device has played a fundamental role in the survival of early humans. What makes the atlatl interesting is that this piece of technology is far more sophisticated that any other technology that primitive humans had. Apparently, our best innovations come from the desire to be better than others at killing and dominating.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">This object links to the prompt because it shows how values (in this case the core value of survival) can drive the production of knowledge (in this case technological search and innovation). Survival was the main value of primitive people, so it drove their \u201cresearch\u201d, and the most innovative tools were the ones designed to kill. This suggests that values can have a positive influence on the production of knowledge by motivating human attempts at exploration and innovation. Values may determine what knowledge we choose to seek.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">I argued earlier (with the baby cage) that values can be an obstacle in the production of knowledge. But the atlatl clearly demonstrates that values can also be a major driving force. When it comes to the core values such as our own survival, we are willing to invest an incredible amount of effort into looking for knowledge that can potentially have useful practical applications (such as killing an enemy!). It is for this reason that the object was included in the exhibition.<\/span><\/p>\n<table style=\"height: 345px\" width=\"899\">\n<tbody>\n<tr>\n<td><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-13193 aligncenter\" src=\"https:\/\/themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/Rorschach_blot_04-300x203.jpg\" alt=\"\" width=\"374\" height=\"253\" srcset=\"https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/Rorschach_blot_04-300x203.jpg 300w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/Rorschach_blot_04-768x518.jpg 768w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/Rorschach_blot_04-100x68.jpg 100w, https:\/\/www.themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2021\/03\/Rorschach_blot_04.jpg 794w\" sizes=\"auto, (max-width: 374px) 100vw, 374px\" \/><\/p>\n<p style=\"text-align: center\"><b>Object 3. Rorschach\u2019s ink blot test, Card 4<br \/>\n<\/b><i><span style=\"font-weight: 400\">Image source: Wikimedia Commons<\/span><\/i><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400\">My third object is Card # 4 from Rorschach\u2019s ink blot test. The idea is that you look at the card and tell the psychologist what you see, and the psychologist makes judgments about your personality based on your responses. This particular card is \u201coften perceived as being associated with a male figure, which is why the card is often called \u2018The Father Card\u2019\u201d (Rorschach.org). There is statistical evidence that responses on Card 4 may be indicative of homosexuality. Male homosexuals more frequently than others see in this card a \u201ccontorted, threatening human or animal\u201d, for example, \u201ca horrid beast\u201d or \u201ca giant with shrunken arms\u201d (Chapman and Chapman, 1969).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">This object links to the prompt because it shows how our values (in this case represented by deeply rooted psychological intentions) affect our interpretation of perceptual stimuli (which is a form of personal knowledge). Quite simply, the object exemplifies the idea that when two people have different sets of values, they are likely to see different things even when they are exposed to the same data. This shows how deeply rooted values may affect the production of knowledge even on the level of the simplest acts of perception.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">While we have already seen that values may be both an obstacle and a driving force in the production of knowledge, this third object shows that values can be a filter through which knowledge is perceived. The same \u201cfacts\u201d may be seen differently if values are different. Even when data is already available, values may decide what we make of it, how we interpret it. Therefore the object demonstrates that values are not only an \u201cobstacle\u201d or a \u201cdriving force\u201d in the production of knowledge, they are an indispensable part of this process &#8211; without values we can have data, but we cannot really have knowledge.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Word count: 947 words<\/span><\/p>\n<p><strong>References:<\/strong><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Chapman, L.J. &amp; Chapman, J.P. (1969). Illusory correlation as an obstacle to the use of valid psychodiagnostic signs. <\/span><i><span style=\"font-weight: 400\">Journal of Abnormal Psychology<\/span><\/i><span style=\"font-weight: 400\">,<\/span><i><span style=\"font-weight: 400\"> 74(3),<\/span><\/i><span style=\"font-weight: 400\"> 271\u2013280.<\/span><\/li>\n<li><span style=\"font-weight: 400\">Hirst, K. Kris (2019, May 30). The atlatl: 17,000 year old hunting technology. The technology and history of the spear thrower. <\/span><i><span style=\"font-weight: 400\">ThoughtCo<\/span><\/i><span style=\"font-weight: 400\">. Retrieved from: <\/span><a href=\"https:\/\/www.thoughtco.com\/what-is-an-atlatl-169989\"><span style=\"font-weight: 400\">https:\/\/www.thoughtco.com\/what-is-an-atlatl-169989<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\">Keyser, Hannah (2015, June 24). A brief and bizarre history of the baby cage. <\/span><i><span style=\"font-weight: 400\">Mental Floss<\/span><\/i><span style=\"font-weight: 400\">. Retrieved from <\/span><a href=\"https:\/\/www.mentalfloss.com\/article\/65496\/brief-and-bizarre-history-baby-cage\"><span style=\"font-weight: 400\">https:\/\/www.mentalfloss.com\/article\/65496\/brief-and-bizarre-history-baby-cage<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\">Szalinski, Christina (2019, May 9). A history of cribs and other brilliant and bizarre inventions for getting babies to sleep. <\/span><i><span style=\"font-weight: 400\">Smithsonian Magazine<\/span><\/i><span style=\"font-weight: 400\">. Retrieved from <\/span><a href=\"https:\/\/www.smithsonianmag.com\/innovation\/history-cribs-other-brilliant-bizarre-inventions-getting-babies-to-sleep-180972138\/\"><span style=\"font-weight: 400\">https:\/\/www.smithsonianmag.com\/innovation\/history-cribs-other-brilliant-bizarre-inventions-getting-babies-to-sleep-180972138\/<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\"><a href=\"http:\/\/www.rorschah.org\">www.rorschach.org<\/a><\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This is our SECOND TOK exhibition sample: the written commentary itself as well as a video that gives a step-by-step explanation of the full creation process. TOK exhibition Sample 2 uses the bottom-up approach: Find the first object (possible linked to a theme) Find a suitable prompt Find the second object to add something new to the idea of the &#8230; <\/p>\n<div><a href=\"https:\/\/www.themantic-education.com\/ibtok\/2021\/03\/02\/tok-exhibition-sample-2\/\" class=\"more-link\">Read More<\/a><\/div>\n","protected":false},"author":5,"featured_media":13190,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rs_blank_template":"","rs_page_bg_color":"","slide_template_v7":"","footnotes":""},"categories":[116,21],"tags":[],"class_list":["post-13189","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-tok-exhibition"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>TOK exhibition Sample 2 | 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\/2021\/03\/02\/tok-exhibition-sample-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"TOK exhibition Sample 2 | IB Theory of Knowledge\" \/>\n<meta property=\"og:description\" content=\"This is our SECOND TOK exhibition sample: the written commentary itself as well as a video that gives a step-by-step explanation of the full creation process. TOK exhibition Sample 2 uses the bottom-up approach: Find the first object (possible linked to a theme) Find a suitable prompt Find the second object to add something new to the idea of the ... 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Each one includes a fully written commentary plus a video explaining the creation process. 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