AREAS of KNOWLEDGE:
INDIGENOUS KNOWLEDGE SYSTEMS
Within the Theory of Knowledge course, you will explore knowledge questions related to one or more 'areas of knowledge'. These 'areas of knowledge' are fields of study in which we try to gain knowledge through the ways of knowing. The areas of knowledge roughly correspond with the groups of study within the IB programme, even though there are some additional realms of knowledge such as ethics, religion and indigenous knowledge which are relevant to TOK. Within your TOK classes, you will also explore boundaries and overlaps between different areas of knowledge. The knowledge frameworks are useful tools to analyse the historical development, language, methodology and scope of each area of knowledge. Given that we need to make links between different areas of knowledge, it is not advisable to discuss areas of knowledge in complete isolation. The articles and links immediately below are indeed examples of real life situations which touch upon TOK questions in a range of areas of knowledge. For practical purposes, however, I have organised the resources per area of knowledge. It is up to you to explore them and make further links between areas of knowledge and ways of knowing. Doing so, will hopefully inspire you to develop interesting knowledge questions, which form the basis of TOK assessment. This page treats the area of indigenous knowledge.,
Knowledge frameworks, knowledge questions and topics of study (TOK guide 2015)
|
|
Possible essay titles relevant to Indigenous Knowledge:
- To what extent are areas of knowledge shaped by their past? Consider with reference to two areas of knowledge. (Specimen 2015)
- “A map is only useful if it simplifies things.” To what extent does this apply to knowledge? (Specimen 2015)
- “There is no reason why we cannot link facts and theories across disciplines and create a common groundwork of explanation.” To what extent do you agree with this statement? (May 2015)
- With reference to two areas of knowledge discuss the way in which shared knowledge can shape personal knowledge. (May 2015)
- “The whole point of knowledge is to produce both meaning and purpose in our personal lives.” To what extent do you agree with this statement? (May 2015)
- “In some areas of knowledge we try to reduce a complex whole to simple components, but in others we try to integrate simple components into a complex whole.” Discuss this distinction with reference to two areas of knowledge. (November 2015)
- "The knower's perspective is essential in the pursuit of knowledge." To what extent do you agree? (May 2016)
- “Metaphor makes no contribution to knowledge but is essential for understanding.” Evaluate this statement with reference to two areas of knowledge. (November 2016)
Indigenous knowledge systems
In line with the notion of recognising perspectives, the new TOK guide places much emphasis on 'Indigenous Knowledge'. There are obvious overlaps between Indigenous Knowledge, Language and Anthropology, yet links and connections between 'Indigenous Knowledge' and other Ways of Knowing and Areas of Knowledge may be equally valid. Students are encouraged to discover and research the way in which several indigenous cultures construct knowledge. International students may wish to research cultures which are native to the land in which they study. Students at Jerudong International School, for example, could enhance their understanding of the peoples of Borneo. Some 'third culture kids' may delve into their ancestry in search of Indigenous Knowledge. In addition, students may contrast and compare how traditional native knowledge differs from the dominant knowledge paradigms which are heavily influenced by the Western scientific method. Key terms such as 'holistic' world views, 'metaphysics', 'intuition', 'oral history' and 'ecology' will be part of TOK classes on Indigenous Knowledge. Students are also reminded to critically evaluate the effects of colonisation and globalisation. They should understand the 'danger of a single story' and remember that 'the world does not exist in an absolute sense' (Wade Davis, Ted). The knowledge community which we belong to will undoubtedly affect our value judgement. It is also interesting to explore how methods and ways of knowing are used in a different way by different cultures when establishing knowledge. On this page, you will find an example of a cross-curricular lesson on indigenous knowledge systems. The videos, images and documentaries should serve as an inspiration to further research the impact of globalisation (and globalised languages) on the production and representation of knowledge. An awareness of different perspectives will hopefully lead to a consideration of the way in which knowledge has been 'mapped' in the last few centuries. What do the 'un mapped', or forgotten 'territories' remind us about in terms of knowledge?
Cross-curricular TOK lesson on indigenous knowledge (check out part a and part b)
-Lesson prepared by a TOK/language teacher, a psychology teacher, a teacher married to a member of an indigenous people in Brunei and a student who conducted a CAS project on the Penan people in Malaysia.
-Links between CAS, IB DP subjects and TOK.
|
|
What questions do the HSBC adverts on cultural difference raise in terms of culture and indigenous knowledge? You may also question how a multinational bank uses representation in advertising ;)
These beautiful photos on disappearing lives highlight the different knowledge systems, languages and cultures around the world. Will humankind become less knowledgeable if these lives disappear?
|
"Photographer Jimmy Nelson spent nearly three years visiting 31 remote and unique tribes and cultures around the world, witnessing their rituals and capturing their traditional dresses, jewellery, weapons and symbols in a series of beautiful portraits. His book, Before They Pass Away, is published by teNeus"
(The Guardian, 8th November 2013) |
Photographer Réhahn, who is based in Vietnam, travelled around the world to capture the smiles and stories of indigenous peoples. His award winning photos remind us of the heritage we sometimes forget about. These wonderful peoples and their life stories are all too often marginalised due to globalisation and modernisation. In Vietnam, things are changing particularly fast. These are interesting times, but also times when we have to take a step back and consider whether we really all need to think, dress, eat and believe in the same way. Réhahn's photos remind us of the importance to preserve the "ethnosphere" (term coined by Wade Davis, TED). Students at BIS Vietnam can visit his gallery in HCMC. For more information on his projects, click here.
|
Wade davis at ted: cultures at the far edge of the world
Wade Davis's brilliant talk discusses how indigenous communities acquire knowledge whilst highlighting the importance of being wary of cultural and linguistic imperialism. I hope that his talk inspires you to research and discover how indigenous knowledge communities around the world rely on the eight ways of knowing to design their models of reality.
Language and thought: thought provoking videos on the role of language by focusing on the Piraha language (Amazon).
You may wish to consider the grounds of Chomsky's claims.
How do human scientists verify knowledge claims regarding language and thought?
|
|
Documentaries on indigenous cultures |
links and sites for research on indigenous cultures
|