Facts are needed to establish theories but theories are needed to make sense of facts.” Discuss this statement with reference to two areas of knowledge

Facts are needed to establish theories but theories are needed to make sense of facts.”
Discuss this statement with reference to two areas of knowledge

The student is required to extract and explore a knowledge question from a substantive real-life situation.
For this reason, it is wise that students avoid real-life situations that need a great deal of explanation from
outside sources before the extracted knowledge question can be understood in context.
The diagram indicates that a successful presentation will have several dimensions.
?? The two levels in the diagram represent the students’ experiences in the TOK course (lower level) and
in the world beyond it (upper level). The connections between the levels demonstrate the relevance of
TOK to life beyond the TOK classroom.
?? At the “real-world” level, there is the real-life situation from which a knowledge question must be
extracted.
?? This knowledge question, residing in the “TOK world”, must be developed using ideas and concepts
from the TOK course, and in this progression it is likely that other related knowledge questions will be
identified and will play a part in taking the argument forward.
?? The product of this reflection can be applied back (during and/or after the development) to the reallife
situation at the “real-world” level.
?? In addition, the presentation should ideally aim to show how the process of application extends
beyond the original situation to other real-life situations, thus demonstrating why the presentation is
important and relevant in a wider sense.
Presentations may take many forms, such as lectures, interviews or debates. Students may use multimedia,
costumes, or props to support their presentations. However, under no circumstances should the
presentation be simply an essay read aloud to the class. While pre-recorded inserts within a presentation
are permissible, the presentation itself must be a live experience and not a recording of the presentation.
If students incorporate the thoughts and ideas of others into the presentation, this must be acknowledged.
Before the presentation, the individual or group must give the teacher a copy of the presentation planning
document. This is part of the assessment procedure (see below). The document is not to be handed out to
the audience.

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