Virtual Canada 2.0

» Knowledge is not just information » Knowledge is not philosophy (but it can be approached through philosophical inquiry) » There are different ways of knowing, e.g. reason, emotion, faith, imagination, senses, intuition, memory and language » There are different areas of knowledge, e.g. math, science, history, religion, art, ethics, psychology

» A map is a representation, or picture, of the world » Maps present a simplified view of the world, i.e. it only presents what’s necessary to help you got to where you are going, e.g. one would not expect every tree and bush represented on a street map (the basic street map will do). » Knowledge, like a map, helps explain some sort of aspect or feature related to the world. » For example, knowledge can describe the physical world; it can explain human interactions; it can be used to develop new ways of looking at and interpreting the world; and it can be used as a basis of establishing a new type of government.

» Individual knowledge is also called “personal knowledge,” e.g. you as an individual might master an instrument or a skill in a sport; personal knowledge is also something you’ve acquired through your own unique experience of the world; it is also what you have personally learned through your formal education at school. » Personal knowledge is describable as your skills, practical abilities and individual talents.

» Shared knowledge is what’s gained through the work of a group of people or society over time. » For example, 600 years ago people believed in the so-called “divine right” of kings; however, today we no longer prescribe to this idea. Instead, we believe in the value of the community electing leaders to represent us in Parliament. » Shared knowledge is more stable and changes more slowly compared to personal knowledge.

» There are two types of knowledge claims one can make: ˃The first is a knowledge claim about the world. ˃The second is a claim about knowledge itself. » Knowledge Claim About the World There are an infinite number of prime numbers, i.e. a prime number is one that can only be divided by either 1 or itself, e.g. 2, 3, 5…19, 23, etc. » This is a valid knowledge claim about the world (specifically belonging to the area of knowledge known as mathematics).

» Sticking with mathematics, we can also make a knowledge claim about knowledge itself. » For example, someone could claim that “All mathematical knowledge is certain.” » This question is asking whether or not knowledge of the world gained through mathematics is inherently certain. » When we ask questions about certainty, assumptions, beliefs, etc. we are by necessity asking questions about knowledge itself.

» Students must create one high quality knowledge question per unit of study to complete History 30 successfully. » Knowledge questions do not focus on specific content; KQs are general and open-ended; these types of questions focus on how knowledge is constructed and evaluated. » A good KQ will have more than one possible (plausible) answer; there is no single “right” answer to a valid knowledge question.

» Knowledge questions are discernible in any issue. They are sometimes difficult to formulate. But if you follow a methodology the task becomes much easier. » The process of formulating a good quality knowledge question begins by identifying a real life situation (RLS). Then from that RLS you “tease out” what the hidden knowledge question is; and there’s bound to be more than one possible KQ per issue. » Consider the RLS situation described on the next slide…

» Not a knowledge question: “How can we predict future population growth in Africa?” ˃This is not a knowledge question because it is a technical one; it is a technical question related to some sort of formal procedure or technique used to count a population. » Good knowledge question: “How can a mathematical model give us knowledge even if it does not yield accurate predictions?” ˃This question is sufficiently general; it explores the purpose and nature of mathematical modelling. Notice how the RLS situation has basically disappeared or become secondary.

» Not a knowledge question: “How does the placebo effect work?” ˃This is a technical question involving human psychology. » Good knowledge question: “Why does simply the act of believing something will work make a thing work at least temporarily?” ˃This question is a general one about how we can know about causal links.

» Knowledge questions begin with real-life situations, e.g. Reading a magazine article on science and religion; attending a debate on faith vs. science; entertaining a particular related to a theory while studying biology. » As you reflect on an RLS potential knowledge questions should come to mind. » Use the “ladder of abstraction” found on the next slide to get some practice formulating your own knowledge questions (KQ).

» The ladder of abstraction helps you build—from the ground up—a knowledge question beginning with a real life situation (RLS). RLS: Identify a RLS through a simple statement (a RLS is not a KQ) ISSUE: Provide a slightly more detailed description of the situation, subject or topic (this is not a KQ) Step 1: Design a narrow question which “sort of” talks about a knowledge claim (this is a poor quality KQ) Step 2: Modify the question from step 1 to become a more an open- ended question directly about knowledge itself (this is an intermediate quality KQ) Step 3: Modify the question from the previous step in to a general question specifically about knowledge (this is a good quality KQ) See example on next slide.

» RLS: Newspaper article/book review » ISSUE: Physics and God (specific/concrete) » Step 1: How do Christians come to their beliefs? (poor) » Step 2:Are the beliefs of Christianity reasonable? (intermediate) » Step 3: To what extent can reason be used to justify religious beliefs? (good)

1. What can we learn from optical illusions? 2. Why do optical illusions happen? 3. What, if anything, do optical illusions tell us about sense perception and truth? 4. The vase/face optical illusion 5. Optical illusions

RLS: Optical Illusions ISSUE: The vase/face optical illusion In step 1, the student identified a specific issue. Step 1: Why do optical illusions happen? Student develops a specific question related to an issue identified above. Step 2: What can we learn from optical illusions? Student modifies their previous question by making it slightly more open-ended. Step 3: What, if anything, do optical illusions tell us about sense perception and truth? In the final step, the student designs a good quality KQ by making it 1). Open-ended and 2). Address the nature of knowledge itself.

RLS: Truman’s decision to use the atomic bomb during WWII ISSUE: The morality of military strategy Step 1: Was using the bomb a morally permissible option? Step 2: How can we determine if wartime decisions were morally right? Step 3: How, if at all, can ethical judgements in history be established?