AREAS OF KNOWLEDGE:
THE HUMAN SCIENCES
CONSILIENCE OF KNOWLEDGE
“We will not explain Agincourt by the physics of the longbow, or September 11 by the neurology of psychopathology.
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Photo: Chinese Academy of Sciences
Over the years as a TOK teacher I have come to see that the various Areas of Knowledge—even seemingly disparate disciplines such as philosophy, neuroscience, math and the arts—are by no means parallel and forever incommensurable. A consilience of knowledge seems possible in an interconnected universe, though not in a strictly reductionist, hierarchical sense.
As we ascend hierarchical levels of sciences—from physics through chemistry, to biology—and eventually enter the human arena, subject matter becomes ever more complex, messy and unpredictable.
In the hard sciences consensus with regard to objective, singular explanations, compatible with the grand edifice of science as a whole, is often attained. In the humanities, individual subjectivity and the interaction of multiple human agents in unique contexts, necessitate a more pluralistic mindset.
In the grand sweep of history incommensurable ideas and values often collide. For example, in consideration of what makes a just society, freedom and liberty will always clash with the need for order and justice. We are left to grapple with hard choices that involve losses for every gain. In the human sciences, as well as in history, practitioners must weigh conflicting evidence and be ever mindful of the legitimacy of their sources. Consensus is difficult to achieve given the contingent and highly contextual nature of their subject matter and a methodology that is often in narrative as well as analytical mode.
CLASS ACTIVITY: A HIERARCHY OF KNOWLEDGE?
In advance of the class, print (or write in bold pen) on letter-sized paper the following Areas of Knowledge. Keep AOK Group One and AOK Group TWO separate initially.
Just before you are ready to start the activity, rearrange the furniture in the classroom so that there is a large area of clear floorspace in the middle. (Arrange to move temporarily to an nearby open space of this is not practical.)
GROUP ONE DOMAINS
Psychology
Physics
Biology
Logic
Chemistry
Mathematics
GROUP TWO DOMAINS
BIOCHEMISTRY
The Arts
History
ECONOMICS
Paleontology
ARCHEOLOGY
Cosmology
1. Begin by placing the six AOK Group One pages randomly on the floor space. Call on a student volunteer to arrange them in a hierarchy so that, where possible, each discipline builds on the next. Call on volunteers sequentially to improve/refine the arrangement; asking each in turn to justify any moves. Invite critique from the class as the activity progresses.
2. Next integrate the AOK Group Two pages; one at a time, calling on a different student each time, again inviting discussion/critique.
This activity was inspired by a previous TOK prescribed essay title. The prompt asked if there are"reasons why we cannot link facts and theories across disciplines and create a common groundwork of explanation?”
By the time all the pages have been placed some lively discussion will occurred. Although the concepts will arise spontaneously, do not hesitate to hone student thinking by clarifying "Reductionism vs. Holism" and "emergent properties."