AIC 2024 TOK展：探索知识的本质与多样性-国际教育网

AIC 2024 TOK展：探索知识的本质与多样性

09-26 08:30

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TOK Exhibition

IB知识理论展

在上周五的AIC TOK（知识理论）展上，学生们通过深入的项目展示，探讨了知识的本质、获取途径以及应用在项目。TOK（Theory of Knowledge）是国际文凭课程（IB）中的核心部分，旨在引导学生反思“知识是什么”、“我们如何知道我们所知道的”以及“知识的获取受哪些因素影响”等关键问题。学生们通过对不同知识领域的理解，如自然科学和人文科学，展示了他们对这些问题的独特见解。

Last Friday, AIC TOK (Theory of Knowledge) exhibition, students presented in-depth projects exploring the nature, acquisition, and application of knowledge. TOK is a core component of the International Baccalaureate (IB) program, designed to encourage students to reflect on key questions such as "What is knowledge?", "How do we know what we know?", and "What factors influence the acquisition of knowledge?". Through their understanding of different areas of knowledge, such as the natural sciences and the humanities, students showcased their unique insights on these fundamental questions.

TOK协调员Misty的开场发言

TOK Coordinator Misty‘s opening Speech

Misty表达了对所有给予DP2年级学生支持的感谢。她指出，这次展览的核心在于展示学生如何将他们所学的知识与彼此的交流联系起来。DP2的学生们为此次展览付出了很多努力，特别是在他们的展示板上可以清楚地看到这些成果。Misty鼓励大家向学生提问，倾听他们的观点，并祝愿所有人度过一个愉快的展览时光。

Misty expressed her gratitude for all the support given to the DP2 students. She pointed out that this exhibition is really about showcasing how students connect the knowledge they have learned, produced, and communicated with each other. The DP2 students have put in a lot of effort, as you can clearly see on their display boards, and we should all be proud of them, and they should be proud of themselves. Misty encouraged everyone to ask the students questions, listen to their perspectives, and enjoy the exhibition.

什么是知识论展 What is TOK Exhibition?

国际文凭（IB）项目非常注重培养全面发展的具有国际视野和批判性思维能力的个体。其中体现这一理念的核心组成部分之一就是知识论（TOK），这门课程鼓励学生质疑知识的本质，深入探讨我们理解知识的过程和原理，解析我们是如何获得知识的。

The International Baccalaureate (IB) program places a strong emphasis on developing well-rounded individuals with a global outlook and critical thinking. One of the core components that embodies this philosophy is Theory of Knowledge (TOK), a course that challenges students to question the nature of knowledge and delve into the processes and mechanisms through which we understand how we know what we know.

展览的主题和目标在于帮助学生将理论应用于实际生活，通过个人经历、案例分析和反思，展示知识如何在不同情境下被运用与挑战。每位学生都通过各自的项目，展示了他们对知识的多维度理解，并激发了对知识本质和应用的深入思考。本届TOK的展览板设计尤为引人注目，极具美观和细节，展示了每位学生的创意和思考过程。

The theme and goal of the exhibition are to help students apply theory to real-life situations. Through personal experiences, case studies, and reflections, they demonstrated how knowledge is utilized and challenged in various contexts. Each student showcased a multidimensional understanding of knowledge through their projects, sparking deeper reflection on the nature and application of knowledge.The TOK exhibition boards for 2024 were particularly noteworthy, displaying a high level of aesthetic appeal and attention to detail, beautifully illustrating each student’s creativity and thought process.

学生们通过项目展示了知识的获取、应用及其多维度的理解。例如，Alexander通过分析一项物理实验和关于朝鲜的纪录片，探讨了权威性与知识操控之间的关系。他的项目展示了科学实验的可靠性以及当知识被操控时，权威如何扭曲对知识的理解，强调了对信息来源和意图的审视。

Ivan的项目通过展示方形轮子的汽车实验，挑战了我们对知识稀有性与可靠性的传统认知。他指出，尽管方形轮子看似不切实际，但在特定条件下却可以运转，揭示了稀有事物经过验证后仍可被认为是可靠的这一道理。

Pianpian展示了她学习长笛的经历，探讨了个人经验与专业指导如何相互作用以获取更准确的知识。她通过对自学和专业课程的对比，揭示了在学习过程中的错误和改正，并强调了姿势和嘴型对音调和音高的影响，说明专业指导对正确知识获取的重要性。

The students showcased the acquisition, application, and multidimensional understanding of knowledge through their projects. For example, Alexander explored the relationship between authority and the manipulation of knowledge by analyzing a physics experiment and a documentary on North Korea. His project demonstrated the reliability of scientific experiments and how authority can distort the understanding of knowledge when it is manipulated, emphasizing the need to scrutinize the source and intent of information.

Ivan challenged traditional notions of the rarity and reliability of knowledge through his square-wheeled car experiment. He pointed out that while square wheels may seem impractical, under certain conditions, they can function, highlighting that rare phenomena can still be considered reliable once verified.

Pianpian presented her experience learning the flute, examining how personal experience and professional guidance interact to acquire more accurate knowledge. By comparing self-learning with formal training, she revealed mistakes made during the learning process and how they were corrected, emphasizing the importance of posture and embouchure in influencing tone and pitch, and demonstrating the crucial role of professional guidance in acquiring accurate knowledge.

以下是几学生的精彩项目展示：

Here are some impressive project presentations by our students:

Alexander

Alexander围绕如何确定知识的可靠性这一主题展开，他通过三个物品展示了不同来源的知识如何影响我们对可靠性的判断。

第一件物品：方形轮子的汽车

Alexander介绍了方形轮子的汽车，这是一个实验展示了稀有性如何影响我们对知识可靠性的判断。我们通常认为轮子是圆的，方形轮子是不现实的。然而，通过实验发现，在特定条件下，方形轮子的汽车也能短时间内平稳行驶。这提醒我们，稀有的知识如果经过验证，也可能具有可靠性，但需要更多的共识才能获得广泛认可。

第二件物品：关于朝鲜的纪录片

第二个物品是朝鲜生活条件的纪录片截图。这让我们思考传播知识的意图如何影响其可靠性。朝鲜政府对知识的严格控制影响了他们爱国主义的展示是否可信。Alexander指出，共识虽然能够创造出可靠的知识，但当知识被操纵以服务某种目的时，它也可能扭曲真相。

第三件物品：物理实验

第三个物品是Alexander的物理实验截图，展示了通过科学手段测试知识的可靠性。尽管他的实验结果得到了物理老师的认可，但他指出，专家也可能忽略一些细微的错误，说明即使是基于科学共识的知识也并非绝对可靠。

Alexander's presentation focused on how to determine the reliability of knowledge. He used three objects to show how different sources of knowledge influence our judgment of reliability.

First Object: The Square-Wheeled Car

Alexander introduced the square-wheeled car, an experiment demonstrating how rarity affects our perception of knowledge reliability. We typically assume that wheels are round, and square wheels seem impractical. However, the experiment revealed that under certain conditions, a square-wheeled car can actually run smoothly for a short time. This suggests that rare knowledge, if verified, can still be reliable, though it requires broader consensus to gain full acceptance.

Second Object: A Documentary on North Korea

The second object was a screenshot from a documentary on life in North Korea. This made us reflect on how the intent behind knowledge dissemination influences its reliability. The North Korean government strictly controls knowledge, which affects the credibility of their portrayal of patriotism. Alexander pointed out that while consensus can create reliable knowledge, when knowledge is manipulated to serve specific purposes, it can distort the truth.

Third Object: A Physics Experiment

The third object was a screenshot from Alexander's physics experiment, which demonstrated the reliability of knowledge tested through scientific methods. Although his results were approved by his physics teacher, he noted that experts can sometimes overlook small errors, showing that even knowledge based on scientific consensus is not entirely infallible.

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Ivan

Ivan的探讨了对历史的不同解读方式。他提出了一个不同的视角：历史并不仅仅是一个事件接一个事件的时间线，更像是一个充满交错联系的线团，每个事件都相互影响。

第一件物品：2024年巴黎奥运会的参赛要求

Ivan展示了奥运会各个体育项目中男女运动员平等的参与比例，但回顾100年前，只有男性被允许参加某些比赛。他指出，随着时间的推移，规则和价值观发生了变化。这表明虽然历史遗产重要，但如果过时了，就不必再盲目坚持。他强调，过去的知识虽然可能不再使用，但不能被遗忘，因为未来可能赋予其新的价值。

第二件物品：靛蓝植物

Ivan接着谈到了中世纪意大利对靛蓝染料的垄断，并讨论了靛蓝价值的演变。从最初的皇家色彩到牛仔裤工作服，再到今天的时尚象征，他说明了历史的价值观是如何被不同的时代所重新诠释和操控的。他特别指出，现代冲突常常利用历史背景进行操控和误导。

第三件物品：Licklider的报告

Ivan的第三件物品是Licklider于1963年递交给五角大楼的报告，该报告构想了计算机和人工智能的未来。他指出，今天的互联网技术起源于当时的报告，并深刻影响了我们现代生活的方方面面。Ivan反思了技术的责任，指出在开发重要技术时，一旦被误用，后果可能无法预料。

Ivan explored different interpretations of history. He introduced a unique perspective: history is not merely a timeline of one event following another but rather a web of interconnected events, where each event influences others.

First Object: The 2024 Paris Olympics Participation Requirements
The equal participation of male and female athletes in every sport. However, looking back 100 years, only men were allowed to compete in certain events. He pointed out that over time, rules and values have changed. This shows that while historical heritage is important, it shouldn't be blindly adhered to if it becomes outdated. He emphasized that even though past knowledge may no longer be used, it should not be forgotten, as it could be given new value in the future.

Second Object: The Indigo Plant
The monopoly that medieval Italian states held over indigo dye production and how its value has evolved. From being a royal color to becoming a symbol of workwear during the Gold Rush, and now a fashion staple, he explained how historical values are reinterpreted and manipulated by different eras. He particularly noted that modern conflicts often manipulate historical contexts to mislead and control.

Third Object: Licklider’s Report
The third object was a report submitted by Licklider to the Pentagon in 1963, which envisioned the future of computers and artificial intelligence. He explained how today's internet technology originated from that report and has profoundly impacted modern life. Ivan reflected on the responsibility that comes with developing important technology, pointing out that when misused, the consequences could be unforeseeable.

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Pianpian

Pianpian通过自己学习长笛的经历，生动地探讨了个人经验与专业指导在知识获取中的相互作用。她指出，虽然个人经验可以积极影响知识的获取，但自学过程往往存在局限性，特别是在没有正确指导的情况下容易犯错。通过专业课程的学习，Pianpian意识到自己之前的演奏方法是错误的，并在老师的指导下逐步纠正了这些错误。她强调了姿势和嘴型对音调和音高的重要性，进一步说明了专业指导对于获取准确知识的关键作用。

Pianpian used her experience of learning the flute to vividly explore the interaction between personal experience and professional guidance in the process of acquiring knowledge. She pointed out that while personal experience can positively influence knowledge acquisition, self-learning often has its limitations, especially when there is no proper guidance, leading to mistakes. Through formal lessons, Pianpian realized that her previous method of playing the flute was incorrect, and with her teacher’s guidance, she gradually corrected these mistakes. She emphasized the importance of posture and embouchure in influencing tone and pitch, highlighting the crucial role that professional guidance plays in acquiring accurate knowledge.

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