Teaching Theory of Knowledge

ABOUT THE BOOKLET

In order to understand anything, one must understand everything; in order to say anything, one must leave out a great deal.

Simone de Beauvoir

      Simone de Beauvoir's words aptly describe the dilemma we found ourselves in as we undertook this project. The total immersion in epistemology that the Institute represented seemed at times like an attempt to understand everything; preparing this curriculum booklet brought us face to face with multiple decisions about what to leave out. In the end, we compromised, and settled for a highly selective, perhaps idiosyncratic set of modules, with sample syllabi to illustrate how the modules might be combined to create a variety of Theory of Knowledge courses.

      In units where the issues are treated in considerable detail and where the material cited is extensive, we have arranged the readings to follow the subsection where they are discussed; otherwise, readings are listed in alphabetical order and follow the module itself. In an effort to limit the repetition of essential bibliographical information of standard epistemological works mentioned in the Sample Courses, we generally listed only the title and the author of the work in question; full bibliographical data may be found in the appropriate module or subdivision. In units where material is being used in somewhat different ways than might be expected (i.e., Epistemology: The First Course), or where the material cited may not be as well-known to epistemologists as more traditional materials (i.e., Epistemology: Bridge Courses), groups have adopted various conventions for helping teachers assess the kinds of resources available. These conventions are described in the introductory sections which precede their use; they represent the judgment and preferences of their authors, and not necessarily a consensus among Institute participants.

      This booklet has been designed to be used. Each righthand page header is keyed to the Contents and most units include a brief outline with page numbers of the topics that appear in that unit. Cross references between modules have been provided to assist you in creating courses that may cut across more conventional boundaries between areas. In addition, we have included a section devoted exclusively to building connections between epistemology and other cognate areas, such as philosophy of science, cognitive psychology, and probability theory. Finally, we have pooled our resources in a section that describes some of the pedagogical innovations various participants have tried at their respective institutions, and have included sample questions and assignments taken from a variety of different courses.

      In all of these sections, we offer our work as a starting-point, not as a final, or finished, document. Use these materials to think about what is involved in teaching epistemology; change them, supplement them, combine them, go beyond them. It is our hope that you will find something here that will help you pursue excellence in teaching theory of knowledge. No matter what our epistemological positions, that is a goal which we all can share.

Marjorie Clay