| Mr. Walsh |
| What Is Expected? |
| Since this course, is not expected to be conducted in exactly the same
way as a lecture or a lab nor as a secondary school class, these notes may
help to clarify what is expected of participants. The underlying notion is
that you, along with everyone else (teacher and students), are responsible
both as a learner and as a teacher. The emphasis is not on course content
that the teacher must provide and the students must learn, rather there is
a set of topics to be explored. They will be introduced by the instructor
in a structured sequence. We all are responsible for content. The class's
objective will then be to develop skills of debate, argument, reasoning
and others necessary for dealing with the content. Theory of Knowledge is
a reflective course (pondering about what and how you learn elsewhere)
rather than an accumulative (learning more information) course. |
| Mutual Respect |
| Because disagreement is a key feature of the course, a certain level
of etiquette is necessary to ensure mutual respect between students and
between students and teacher. Of course, you must learn and practice judgment
- to be human is to be judgmental - but while disagreeing with
someone there should be no signs of gloating over winning an argument, of
considering someone to be foolish or inferior for having different
information or another point of view. Mutual respect is a key ground rule
for this course. |
| Disagreement |
| Many of the topics raised in class are deliberately controversial and
open to question and debate. If your point of view differs from whatever
is said in class, it is your responsibility to make sure that your point
of view is heard by the class. Please do not whisper it to a neighbor or
keep it to yourself. Class discussions should be heard and 'hearable' by
all. |
| Tolerance |
| It is expected in class that there will be points of view that are
mutually exclusive and contradictory. It is your responsibility to accept
the principle of validity of other points of view. In this sense, there is
no right answer in this class. No one is permitted to tell you what to
think or how to think. You are required, however, to allow alternative
interpretations to be voiced and explained. Be observant of yourself in
class; can you identify some covert communication that is negative
feedback? (E.g. scornful tone of voice, laughter) to those who offer
alternatives. |
| Openness |
| Our disagreements must be encouraged within an atmosphere of trust
this requires that we be open and honest without being hostile. When you
hear a new idea or a new way of looking at things, please attempt to keep
any scorn out of your voice when you seek to clarify that newly heard
perspective. Behavior consistent with an open (and not vacant) mind is an
essential ground rule for conduct in a Theory of Knowledge discussion.
|
| Not Understanding Is O.K. |
| If another student or the teacher says something in class, which you
do not understand, it is your responsibility to ask that it be clarified.
Expect then, to be asked to clarify your statements also. If you already
knew what you were going to learn, you would already have learned it.
|
| Not Knowing Is O.K. |
| We have to have to be able to have the courage to identify what we are
speculating about; that 'we' may be those of us in a class or the whole
world. |
| Changing Positions |
| You may change positions in class as new information, new perspectives
or new methods of analyzing are introduced. As a matter of courtesy,
however, please inform the rest of the class when you do; that often takes
much courage and should be applauded. Note that a point of view, which
appears wrong, silly or misguided at first, may acquire validity after you
give it a chance and a fair hearing. |
| Participation |
| There are times when all of us, including the teacher, find it more
appropriate to sit and listen. This must be respected. When there are
silences in a class discussion, you need not feel uncomfortable, nor
should you feel cheated that you are not being taught. Silences also
teach. However, if you wish a silence to be filled remember that you too
are a teacher in this class. Often it appears that there are two kinds of
students in a classroom: (a) those who do most of the talking and (b)
those who do not talk. If you belong to the first do not allow any
suggestion that you should 'feel guilty' for 'dominating' the class,
hinder you from making your valuable contribution. Also, as a method of
exploring now methods of learning, you may sometimes exercise your choice
of sitting and listening to a classroom discussion. If you belong to the
second group, those who listen, this is your opportunity to experience a
participatory method of learning - one of which is in contrast to the
passive modes encouraged in modern society by theatre and television. If
English is not your first language, and if a term or topic is mentioned in
class that you need time to translate, consider it your duty to stop the
discussion and request a clarification. |
| Debate |
| Classes will be held mainly in English, however, do not fear to ask
for translation for a concept into another language. While the purpose of
the course is reflective, the main method in the class is discussion. This
is your forum for debate, questioning, polishing and delineating. That
requires a continuing improvement in communication skills, both sending
and receiving. An important ground rule is a willingness to participate in
both. |
| Communication |
| Do not be afraid to debate a topic, no matter how your previous
experience with debate might have gone. Your participation will help you
to clarify what you hear and what you think. The educational purpose of
the Theory of Knowledge course is 'reflective', (for you to contemplate on
public knowledge and understanding), rather than accumulative (for you to
acquire information). What you should bring to class is experience and
knowledge from other classes. New ideas and perspectives may be introduced
in class not. for you to learn as such, but in order to encourage
alternative ways of approaching what you learn in your other classes. The
purpose of class debate, then, is not to learn how to win a debating
competition, but to stimulate reflection about knowing in your other
classes. |
| Negotiation |
| There is nothing wrong with attempting to synthesize contradictory
thoughts or points of view in class, nor is there anything wrong with
trying to compromise. We will not always be successful but the exercise is
part of the purpose of the course. |