CAS and TOK Helping to develop values
CAS and TOK • Aims of Theory of Knowledge Course • To develop a student fascination with both the richness and diversity of human knowledge. It does this by: • Encouraging the development of critical thinking and reflection on all the student’s experiences as learners (This includes life experiences as well as the academic disciplines within theIB Diploma). • As a consequence, students are expected to be able to analyse knowledge, question assumptions that this is based on, develop their own hypotheses and possibly develop their solutions. It helps students to clarify their values. To quote the TOK Guide: • “The TOK course…try to help young people make sense of what they encounter.”(TOK guidelines 2006)
CAS and TOK • “…CAS can assist in discovering the true meaning of life, and finding one’s own place in the world by transcending cultural and socio-economic barriers…” ( CAS Guide) • “In TOK they have the opportunity to step back from this relentless acquisition of new knowledge…”(TOK Guide 2006)
TOK • The TOK course identifies Four ways of Knowing that all students experience: • Sense perception (an examination of how sensory perception affects the students understanding of the world) • Language (language plays a significant role in both creating and communicating knowledge) • Reason (the use of logical and coherent arguments) • Emotions (looking at the way in which the emotions shape thoughts, influence behaviour and steer the search for knowledge and the limits to this) • (TOK Guide 2006)
CAS and TOK • The CAS learning process includes the four ways of knowing: sense perception, language, reason and emotions as it begins with experience, goes through the emotions, reaches the cognitive level and is translated into language that can be intelligibly communicated to others. • Students can realize through their own experiences, the nature, the meaning, the scope and limitations of each of the ways of knowing.
TOK and CAS • Links between CAS and the Areas of knowledge • Participation in CAS encourages students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. • The IBO’s goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive...when students reach beyond themselves and their books.
CAS and TOK • In CAS the students have the opportunity to learn how to take a critical step back from their life-experiences, fostering to analyse and evaluate them, to draw conclusions, change perspectives and plan further actions. • “The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and understanding of knowledge as a human construction are shaped, enriched and deepened”(TOK guide 2006)
Some practical links • Carrying out a service activity and then having a discussion on the ethics of the service. Who has really been served? • Using cameras to get students to take photos of their favourite aspects of a city and discuss their perceptions of the city.
CAS and Ethics • Ethics should not be interpreted as an abstract concept but as a concrete, real part of everyday life.
CAS and ETHICS • CAS is a form of ethical education, as it involves applying values to activities students carry out. • It offers students the opportunity of learning by experience, valid alternatives in the construction of their projects. • Critical reflection, the key element of an experiential learning, is in itself an ethical reflection, since it fosters to develop skills to analyze, evaluate, draw conclusions, change perspectives…in life’s long term.
CAS and ETHICS • What ethical issues are raised by carrying out a service? • Discuss ethical issues that have come out of CAS activities • Do you think there can be ethical issues when doing action and creativity?