METHODS AND TOOLS

Knowledge and the Knower

Methods and Tools
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■ This element focuses on exploring the methods, tools and practices that we use to produce
knowledge. This includes the building of conceptual frameworks, the establishing of
traditions and practices, as well as the methodologies employed by formal disciplines. It also
includes consideration of the cognitive and material tools that we have available to help us
in the pursuit of knowledge, and of how these tools have changed as a result of technological
developments.
■ Examples of knowledge questions relating to methods and tools include the following.
– What assumptions underlie the methods of inquiry used in these themes/areas of
knowledge?
– Does what is seen to constitute “good evidence” vary from discipline to discipline and
culture to culture?
– How is knowledge produced and communicated in these themes/areas of knowledge?
– How important are material tools in the production and acquisition of knowledge?
Examples of knowledge questions
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■ How do we acquire knowledge?
■ What constitutes a “good reason” for us to accept a claim?
■ Are intuition, evidence, reasoning, consensus ad authority all equally convincing
methods of justification?
■ Does knowledge always require some kind of rational basis?
■ How do our expectations and assumptions have an impact on how we perceive things?
■ What are the advantages and disadvantages of requiring that all knowledge is verified
by a group?
The methods (systems, strategies and processes) and tools (devices)
used to gain knowledge.

■ Methods relates to HOW we go about gaining and constructing knowledge.

– Trial and error
– Experiment
– Research
– Observation

Written record: record an example of when you have done each of the above to gain knowledge.
Also note which AOK it most closely relates to Arts, History, Human sciences, Natural sciences, Mathematics.

■ Tools relates to the devices needed to carry out a certain task to gain or construct knowledge.
– Cognitive tools: faith, language, reason, emotion, imagination, memory, sense perception, intuition
– Practical or material tools: telescope, microscope, the internet, calculator, Bunsen burner, etc.

Written record: record an example of when you have used each of the above to gain knowledge.
Also note which AOK it most closely relates to: Arts, History, Human sciences, Natural sciences, Mathematics.
Cognitive tools: faith, language, reason, emotion, imagination, memory, sense perception, intuition

■ Cognitive tools do not work in isolation. We often combine them. How they are combined varies a lot around
the world.
■ Cognitive tools are influenced by our experience and culture.
■ Cognitive tools are not always trustworthy and they may lead us to wrong interpretations.
■ Cognitive tools are managed by the community of knowers.
■ Each AOK has a method which takes advantage of the strengths from cognitive tools and aims to manage the
weaknesses.
Record an example from your own experience to add detail to all of the statements above.

The greatest obstacle to progress is not the absence of knowledge, but the illusion of knowledge.          
            Daniel Boorstin, social historian and writer

Rewrite this quote in your own words. How far do you think this is true?
Different AOKs and cultures ‘favour’ different
methods and tools.

Discussion. Make sure you take notes!

– In which AOKs and cultures is the idea of starting a search for knowledge
with a hypothesis common?
– In which AOKs and cultures is the idea of starting a search for knowledge
with a hypothesis uncommon?
– Definition of hypothesis: a supposition or proposed explanation made on
the basis of limited evidence as a starting point for further investigation.
(Oxford dictionary.)
– Suggest reasons why the methods are different?

– How far might different methods and tools enable us to gain knowledge?

– Do all methods and tools lead us to ‘certain knowledge’? Does this

matter?

– How far is technology influencing the methods used to produce

knowledge in different areas? Is the influence equal across all AOKs and
cultures?
An example of how methods and tools may mislead us
■ AOK: History
■ Cognitive tools: intuition, memory, emotion
■ Method: asking witnesses to a historic event to recall ‘how they felt’ on the day the event
happened.
■ Possible reasons why this ‘collection of information’ might lead in inaccurate knowledge:
– The historian chooses the sample of people based on biases/availability of participants.
– The participants lie/exaggerate to make their recalled account sound better/more interesting.
– Media reporting since the historic event has replaced their real memories with new memories,
so they are not actually reporting ‘how they felt’ at the time. They are reporting how they feel
now based on the new ‘status’ of the event.
– The witnesses had no idea that what they were seeing was important so what they remember
is of no interest to anyone else.
– The historian wants to make a ‘big splash’ so they find the most controversial/sensational
aspects in the account and only report/record these.
– The historian is paid by an organisation to conduct the research and they know what they
want to see. Not producing the ‘right history’ will impact on future job prospects.
Plenary
■ The strength of a cognitive tool in one area can be a weakness in
another. How far do you agree with this statement?
■ Faith, language, reason, emotion, imagination, memory, sense perception, intuition
Respond to least 1 of these knowledge
questions using RLS, examples and analysis.
■ How do we acquire knowledge?
■ What constitutes a “good reason” for us to accept a claim?
■ Are intuition, evidence, reasoning, consensus ad authority all equally convincing
methods of justification?
■ Does knowledge always require some kind of rational basis?
■ How do our expectations and assumptions have an impact on how we perceive things?
■ What are the advantages and disadvantages of requiring that all knowledge is verified
by a group?
Make a TOK Journal entry related to
METHODS AND TOOLS

Choose an interesting RLS that prompts us to ask questions about

knowledge. Then...

1. Concisely and clearly describe it.

2. Link it to the areas of knowledge.

3. Identify at least one second-order KQ.

4. Explain why the KQ and RLS is important and significant.

5. Discuss how different perspectives might change the way we

answer this question.

N.B Just uploading a video or an article is NOT

completing a journal entry. You writing about it
is the journal entry.