ToK Essay 3 Nov 23 "Dangerous Experts"
ToK Essay 3 Nov 23 "Dangerous Experts":
In the acquisition of knowledge, is unquestioningly following experts just as dangerous as completely ignoring them? Discuss with reference to the human sciences and one other area of knowledge.
The Acquisition of knowledge is generally taken as gaining knowledge, or becoming knowledgeable. Whilst this term is not defined in the ToK Study guide it can be assumed that it refers to the process of becoming a knower. Learning, in both formal and informal senses, is a process of knowledge acquisition.
Choice of Area of Knowledge - ToK Essay 3 Nov 23 Dangerous Experts.
You are directed to use Human Sciences, and are given a free choice on the other AoK. You may want to pick an AoK which gives a contrast to ways of acquiring knowledge in Human Sciences as your second AoK. This could also be (indirectly) linked to a contrast method of producing knowledge. Consider whether ways of acquiring knowledge in AoK Maths, History or The Arts contrasts well with AoK Human Sciences ? A good contrast in the processes of acquiring knowledge will give you greater potential for developing good evaluation, and implication, points in the essay.
A hard choice.
We are offered a choice between “following unquestioningly” or “ignoring completely”. Obviously we want to sometimes accept, sometimes ignore, sometimes accept critically, and sometimes ignore in an informed manner. However, these choices are not given to us. It is advised that students directly address the choices given in the PT before arguing for any of the nuanced positions between these two choices. You will need to explain to the examiner why you are rejecting the two positions given if you want to argue for an ‘in-between’ position.
Further, the focus of the question is actually asking us which is the more dangerous of the two choices given. As such, we can assume that the safer nuanced (in between) position is less important than the relative dangers posed by the two positions given. It is advised that students focus discussion on the relative dangers of the two positions rather than the in-between preferred positions.
Experts
Consider who these ‘experts’ are in each area of knowledge. Questions that could lead to knowledge points include:
How did they become to be labelled as ‘experts’ ?
Do ‘experts’ all share the same perspective in a discipline / AoK ?
Are there competing ‘experts’ ?
Why are they labelled ‘experts’ ?
Are we considering the expert themselves, or their knowledge ?
Danger.
You will need to think about what these ‘dangers’ are that could arise from following / completely ignoring these experts. Danger to what / whom ? Danger for what ? You may want to consider the development of the Area of Knowledge, the type of knowledge produced, or the uses of that knowledge. There can be obvious links to ethics here, which could be contrasted with arguments regarding objectivity.
Objectivity.
In directing us to consider AoK Human Sciences we are offered the opportunity to consider the function / purposes of the Human Sciences. This is a rich area for debate and discussion. There is a potential debate between the objectivity of the Human Sciences vs the ethical implications of knowledge developed in the Human Sciences. If you study Economics, Environmental Systems, Geography or Psychology this debate will be evident to you. Students taking Business Management can also develop such debates regarding ethical business practices etc. This is an area where there are clear opportunities for you to draw upon the content of your Group 3 Diploma Subject. Ask your Grp 3 teacher for advice if you are unsure of the debate between ethics and objectivity in your essay.
Ethics.
The discussion concerning ethics could occur at 2 levels:
(i) The ethical consequences of ignoring / unquestioningly accepting the application of the knowledge that experts produce.
(ii) The ethical consequences for the development of knowledge in the discipline / AoK of ignoring / unquestioningly accepting the knowledge that experts produce.
Context
The context of the expert’s knowledge, the acceptance / rejection of experts, and the application of the expert’s knowledge will change. As such the dangers posed by accepting / rejecting experts will also change. This provides a rich seam of discussion in any area of knowledge. Context provides great evaluation and implication points for any Area of Knowledge.
Confirmation Bias
Following people unquestioningly, and ignoring them completely, potentially gives rise to a range of fallacies (see this post on fallacies), particularly confirmation bias. Any AoK can give great opportunity for a discussion on confirmation bias in the acquisition of knowledge, and its consequences for the development of biased perspectives of the knower.
Foundational / Definitive Knowledge.
There is a potential discussion around the scope, or definition, of a discipline / AoK. Is there a set of ‘expert knowledge’ which must be acquired in order to develop an understanding of that discipline ? For example, can you study economics without learning about theoretical vs empirical models, Macro & Micro Economics, Pluralist vs Free Market models etc ? Obviously economics students are not taught to accept this knowledge ‘unquestioningly’, they are taught how to evaluate this knowledge. However, arguably they are following the evaluative knowledge unquestioningly as well…,
Innovation / development of new knowledge
One way of thinking about AoKs is whether the acquisition of knowledge in that AoK is more “top-down” or “bottom-up”. Top-down processes are more hierarchical in which the knower is discouraged from developing critical, personal, perspectives. Bottom up processes of acquisition are led more by enquiry, in which the knower is encouraged to develop their own perspectives. Contrasting two AoKs in this way will allow the student to develop an argument about the dangers which may be inherent to, or arise from, either type of knowledge acquisition process.
These arguments, and many more developed in far more detail in the notes: 10 Arguments for ToK Essay #3 available from TokToday - those notes contain
knowledge arguments
evaluation points
Implications of knowledge arguments
suggested real life situations (with references)
We also have a list of 25 questions that you can ask Artificial Intelligence (such as ChatGPT) about ToK Essay #3. These questions are designed to get relevant content which is appropriate for this ToK Essay.