Doodling Theory of Knowledge: Using Visual Metaphors to explore TOK

As a psychologist and TOK educator, I often ponder how best to introduce epistemology to young minds in the DP curriculum. It straddles the realms of philosophy and applied critical thinking, which can be challenging for students who may not be fully prepared to grasp its abstract concepts. Even adult teachers sometimes take a year or two to fully understand what TOK entails.The Theory of Knowledge (TOK) can often seem abstract and challenging.

As a psychologist, I understand why students and new teachers might struggle to grasp its concepts. By using visual doodles, I aim to make fundamental TOK concepts more tangible. These doodles can help you understand and retain these concepts more effectively.

As students of psychology, we frequently use visual conceptualization tools to understand abstract cognitive processes. This inspired me to use visual illustrations in my TOK classroom. I've seen it bring life to TOK classes, moving beyond wordy discussions and giving students clear visual anchors to hold these concepts in mind.

Using visual doodles/illustrations to understand the Theory of Knowledge (TOK) can be highly effective for several reasons:

1. Simplifying Abstract Concepts: TOK often deals with abstract and complex ideas. Visual doodles can break down these concepts into simpler, more digestible parts, making them easier to understand.

2. Creative Expression: Doodling allows for creative expression, which can lead to deeper understanding and personal connection to the material. This creativity can make the learning process more personalized and meaningful.

3. Active Learning: Creating and interpreting doodles is an active learning process. It requires engagement and interaction with the material, promoting better comprehension and retention compared to passive reading.

4. Cognitive Load Reduction: Visuals can help reduce cognitive load by presenting information in a more organized and concise manner. This can make it easier to process and understand large amounts of information without feeling overwhelmed.

5. Contextual Understanding: Doodles can provide context and connections between different concepts. By visually mapping out relationships and ideas, learners can see the bigger picture and how different elements of TOK interrelate.

In this article, I will bring alive some fundamental concepts of the Theory of Knowledge (TOK) through visual illustrations: knowledge creation/production, personal knowledge, shared knowledge, and the TOK framework, which includes scope, method, perspective, and ethics.

Knowledge is CREATED/PRODUCED

Through the above illustration of seeing an Apple - I intend to show students that the statement, "I see a red apple, which is a fruit that keeps the doctor away," represents knowledge created by the human brain. The knowledge of the apple is not the apple itself. This concept is similar to the map analogy we often use, but it is more direct and experiential in nature. I ask students to consider the tools of knowing that allow us to create/produce this knowledge. Here, each layer of the knowledge claim is constructed:

Without these tools of knowing, in raw terms, what we perceive as an apple is just a bunch of atoms and molecules arranged in a particular structure. Here's an elaboration:

1. Visual Perception (I see): Without the eyes and the brain's visual processing capabilities, the apple wouldn't be "seen." It would merely exist as an object that reflects certain wavelengths of light, which we interpret as the image of an apple.

2. Color Perception (Red): The color red is a result of the apple reflecting specific wavelengths of light. Without our brain's ability to interpret these wavelengths, the concept of "red" wouldn't exist. It would simply be light waves of a certain frequency.

3. Classification and Naming (Apple): The term "apple" is a human-created classification within biological taxonomy. Without this cognitive framework, the apple is just a collection of organic molecules without a name or category.

4. Shared and Personal Knowledge (Keeps the doctor away): The idea that an apple "keeps the doctor away" is shared knowledge, some aspects based on empirical research, and some based in societal sayings, and some may be based in ones personal experience with eating an apple.

Therefore, in raw terms, the apple is simply a physical object composed of atoms and molecules. The tools of knowing—our senses, cognitive processes, and cultural knowledge—transform this raw phenomenon into knowledge. This transformation demonstrates how humans create and produce knowledge, turning raw sensory input into beliefs, knowledge and opinions.

This approach helps students understand how knowledge is constructed through various tools of knowing and cognitive processes.

Further, we can highlight the concept of a human being the knower, actively creating knowledge of the known world around us.

Each Area of Knowledge has a defined SCOPE

Metaphor - Part of the Moon under the Telescope

- Moon and Earth: The moon represents an entire phenomenon. Earth represents the human species trying to know the phenomenon.

- Telescope: The telescope symbolizes the limited vision and allows us to focus on specific aspects of the phenomenon. This translates as scope. A telescope cannot cover the whole moon in its entirety. It can focus on a certain aspect of the moon.

Let's take the phenomenon of alcohol as an example. Alcohol can be studied through various Areas of Knowledge (AOKs). Each AOK with its unique scope, will study only that aspect of the phenomenon.

1. Natural Sciences - Priori Assumptions (that allow us to define the scope of an AOK)

Natural Sciences operate under the a priori assumption that the natural world can be explained through natural explanations. They rely on tangible measurement and observation to understand phenomena. Natural Sciences assume that cause-and-effect relationships can be derived and tested empirically, using methods such as experimentation, observation, and mathematical modeling.

- Chemistry: Alcohol, such as ethyl alcohol (ethanol) and methyl alcohol (methanol), can be analyzed in terms of its chemical properties, molecular structure, and reactions.

- Biology: Alcohol can be studied in relation to the organisms involved in its production (e.g., yeast in fermentation) and its effects on biological systems.

- Endocrinology: This branch looks at how alcohol affects hormone levels and endocrine functions.

2. Human Sciences: Priori Assumptions - Human and Social Behaviour, and its activities created by them can be observed, measured and studied using qualitative and quantitative methods, and can be theorized and explained using specific contexts, and lens, allowing us to recognize some patterns, and causes behind them.

- Psychology: This discipline examines how alcohol influences behavior, including aspects of addiction, cognitive impairments, and social behaviors.

- Economics: Economists study the impact of alcohol on the GDP, demand and supply dynamics, taxation, and the economic effects of the alcohol industry.

- Business and Marketing: This perspective explores the branding of alcohol, marketing strategies, consumer behavior, and market trends in the sales of alcohol across different regions.

3. History:

- Historians examine when and where alcohol was first produced, the historical and situational factors that led to its trade, and significant historical events influenced by alcohol, such as the Prohibition era in the United States.

By examining alcohol from these different perspectives, students can understand how a single phenomenon can be analyzed and interpreted in multiple ways, reflecting the interconnected nature of knowledge. This multidisciplinary approach also highlights the importance of considering various AOKs to gain a comprehensive understanding of complex phenomena.

Using the metaphor of the moon, Earth, and a telescope can effectively illustrate the concept of scope in the Theory of Knowledge (TOK), particularly when considering different Areas of Knowledge (AOK) like Natural Sciences versus Human Sciences in the study of alcohol:

Understanding Scope:

- Natural Sciences Perspective: If we use the metaphor, natural scientists looking at the moon through the telescope would focus solely on natural phenomena and explanations related to alcohol. They would examine its chemical composition, biological effects, and physiological impacts without considering its economic aspects or societal behaviors related to its consumption.

- Human Sciences Perspective: Conversely, human scientists would widen their scope through the telescope to include economic impacts, societal behaviors, psychological effects, and marketing strategies related to alcohol. They would consider how alcohol influences GDP, consumer behavior, addiction, and cultural perceptions.

Implications for TOK:

- The metaphor emphasizes that our understanding of a phenomenon like alcohol is shaped by the scope we define and the tools (telescope) we use to observe it.

- Different AOKs have different scopes and methodologies, leading to varied perspectives and interpretations of the same phenomenon.

- This illustrates how TOK encourages us to recognize and respect these different scopes and perspectives, enriching our overall understanding of complex topics like alcohol (any phenomenon in the world around us)

The beauty of the old curriculum was that it recognized Religious and Indigenous Knowledge Systems (RKS) as legitimate Areas of Knowledge (AOK). This allowed us to directly contrast their scope with that of modern academic disciplines.

For example, the scope of RKS lies in the metaphysical realm, with certain a priori assumptions about life, the creator, and so on. They might view alcohol consumption through the lens of its afterlife implications, based on the word of God as rooted in a particular text.

A religious claim about the afterlife is not unscientific; rather, it is beyond the scope of science in the first place.

Each Area of Knowledge has defined METHODS TO CREATE KNOWLEDGE

Analogy of the Telescope as a Method to Create Knowledge: Imagine each AOK in TOK as having its own telescope—a methodology or set of tools that allows researchers to observe and study phenomena within its defined scope. Just as a telescope uses a certain methodology focuses on specific aspects of the moon (phenomenon), each AOK uses specific tools and methodology to gather, interpret and justify the data about the phenomena it studies.

Examples of Tools of Knowledge within AOKs: Natural Sciences: Empirical Data through Experimentation: Natural Sciences rely on empirical data obtained through controlled experiments as a valid source of knowledge. Reason and Senses: Human tools of knowing such as reason (logical deduction) and senses (observation) are also tools used in Natural Sciences to gather and interpret data.

Intuition and imagination may also serve as instrumental tools in knowledge creation. However, knowledge is ultimately accepted as valid only when verified through empirical evidence and coherence.

Within Each AOK, there are schools of thought / lenses to look at the same phenomenon - PERSPECTIVES

Metaphor of 'Lens' - When considering perspectives in the Theory of Knowledge (TOK), visual illustrations of two scientists studying the same phenomenon using similar tools (as accepted by their Area of Knowledge, or AOK) can illustrate how different schools of thought emerge. Despite using the same tools, these scientists may employ different lenses or additional tools, leading to distinct perspectives within each AOK.In psychology, different schools of thought approach the same phenomenon from contrasting perspectives.

When considering perspectives in the Theory of Knowledge (TOK), visual illustrations of two scientists studying the same phenomenon using similar tools (as accepted by their Area of Knowledge, or AOK) can illustrate how different schools of thought emerge. Despite using the same tools, these scientists may employ different lenses or additional tools, leading to distinct perspectives within each AOK.

For example, cognitive psychology examines behavior through one lens, while social psychology takes a different approach. Despite both utilizing methods and tools, they interpret the same aspects of behavior through different theoretical frameworks. This contrast in perspectives illustrates how diverse interpretations can coexist within the same field of study.

Each Area of Knowledge (AOK) incorporates ETHICS at every stage of knowledge creation, acquisition, validation, and dissemination

Metaphor of a "Boundary" - Here, I use a visual illustration of boundaries. For example, imagine a noble wanting to explore a vast landscape but being limited by physical barriers. Similarly, in the study of phenomena, ethical boundaries restrict how far researchers can extend their investigations. This metaphorical understanding helps illustrate what ethical boundaries entail. In TOK, the question of where to place these boundaries and how far to extend them remains a crucial consideration.

Knowledge creation cannot occur at the expense of human rights. Each Area of Knowledge (AOK) establishes ethical standards that must not be breached in the pursuit of knowledge. For instance, in Genetics, while there is enthusiasm for advancements, creating genetically engineered babies by manipulating genetic codes raises ethical concerns. The TOK framework prompts us to consider how we determine what is morally right or wrong in knowledge creation. It emphasizes the responsibility each AOK holds when creating, acquiring, or disseminating knowledge.

DISSEMINATING THE KNOWLEDGE

Ways of Disseminating and Acquiring Knowledge in an AOK - Visual Illustration of News Reporters.

I want to demonstrate to my students that knowledge creation doesn't happen in isolation. Each Area of Knowledge (AOK) builds upon prior knowledge, which serves as a foundation for further discoveries. Once knowledge is created, it undergoes validation according to the criteria of that AOK before being accepted and disseminated. Power dynamics play a role in determining what knowledge is recognized and disseminated, alongside other challenges in dissemination. These challenges include determining the extent to which we rely on prior knowledge and how open we are to incorporating new knowledge.

Here, the individual is literally standing on books to better focus their telescope on the certain aspect of the moon. This illustrates that creating further knowledge often relies on existing prior knowledge, which exists because it was disseminated initially

PERSONAL AND SHARED KNOWLEDGE, OPINION AND BELIEFS'

We create shared knowledge, as human species, based on common ways of knowing, although it may further vary within different communities that a knower belongs to. This shared knowledge is collectively shaped by our shared experiences and ways of creating knowledge. However, there are also aspects of knowledge that are created personally through personal experience's based in such as emotions and intuition.

Conclusion

Each time I introduce a concept in class, I doodle it out on the board. This visual approach anchors attention and cognitive processes to something familiar, helping students assimilate abstract ideas effectively. By consistently reinforcing these basic frameworks, students internalize these concepts and learn to apply them seamlessly across different Areas of Knowledge (AOKs).

I hope these visual illustrations help demystify these abstract concepts for you, allowing you to seamlessly apply them while teaching TOK in your classes. I could understand the fundamental understandings that form the basis of TOK, by coming up with these visual illustrations.

Author

Suraj Shah

IBDP Psychology Educator I TOK Educator I IB Examiner I Psychotherapist | Psychologist | Mindfulness Trainer | AS and A levels Psychology Teacher | Trainer for Teachers Professional Development | Vedantic Inquirer