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January 7, 2011

“Elaborate fraud”: link between vaccination and autism

“Elaborate fraud” is what Andrew Wakefield’s findings were declared Wednesday by the British Medical Journal.  The link that he had claimed between the thimerosal in MMR vaccination and autism had already been found to be baseless, and the medical journal The Lancet that published his 1998 paper formally retracted it almost a year ago.  The significance of this week’s declaration is that Wakefield is judged not simply to have made honest mistakes but to have deliberately faked his “evidence”: fraud. Britain’s General Medical Council has declared his research to be “irresponsible and dishonest”.

Few recent stories of scientific research could so powerfully illustrate many knowledge issues within science regarding the role of peer review in science, scientific progress through weeding out error, the crucial nature of honesty and correct procedures in research when others will build their own work upon published claims – and, above all, the implications for decision-making of what is accepted as truth.  Because of Wakefield, along with the anecdotal “evidence” proclaimed by a couple of mothers through the media (most infamously model Jenny McCarthy, showcased on Oprah Winfrey), thousands of parents fearing vaccination might cause autism have opted not to protect their children from the avoidable and often serious childhood diseases of measles, mumps, and rubella.

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January 3, 2011

TOK meets global citizenship: INDEX


Below (following “Read more”), you will find

1.  tips on how to search this blog most effectively

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December 20, 2010

the past and the future: three perspectives

I truly appreciate overview articles — compact surveys of dominant perspectives that sum them up so that those of us not expert in the field can gain some understanding.  One such overview relevant to anyone seeking the connection between history and political understanding, or between knowledge of the past and a conjectured future, is “Conflict or Cooperation: Three Visions Revisited” by Richard Betts.   It deals with three theorists of “the hiatus between the Cold War and 9/11”  – Francis Fukuyama, Samuel Huntington, and John Mearsheimer — and in comparing them makes strong points regarding the acceptance or rejection of theory depending on other beliefs, and the influence of theory on further thought:   “all three ideas remain beacons, because even practical policymakers who shun ivory-tower theories still tend to think roughly in terms of one of them, and no other visions have yet been offered that match their scope and depth.”

The existence of three strong perspectives does not, of course, mean that any one of them is accurate or that its vision of history and politics is sufficient to foretell the future.  In the article’s final section, author Richard Betts deals with the limitations of “simple visions” and expert prediction, and even the limiting impact of past theory on present thought:

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December 7, 2010

Tacit Knowledge – but you knew that

Harry Collins in an article for New Scientist says,

“[t]ake a long look at the Mona Lisa. How do you see her? As blobs of paint or as a woman with an enigmatic smile? Now explain how you came to see those blobs of paint as a smile. For your second mission, think back to learning to form sentences. Your parents never told you “verb in the middle” (if you’re English) or “verb at the end” (if you’re German) but still you picked it up. And, more remarkable, once you did, have you any idea how come this sentence breaks the rules but read it you still can?

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December 4, 2010

Looking at Perspectives

Filed under: TOK — Tags: , , , , — triplea_cw @ 7:12 am

We have just completed our TOK Camp at our school’s Environmental Centre, Far South Camp.


by Kevin Dooley

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November 28, 2010

Anthropology Appreciation Day: TOK and anthropology

I close the window on my computer and shut out the day’s news.  Enough!  One of the most appealing features of the human behaviour we read about is, at the same time, one of its most problematic for communication and cooperation, for politics and power: human diversity.  Not for the first time, I think that the IB group 3 subjects give knowledge that we desperately need about patterns of human dynamics.  Also not for the first time, I think that we would all gain greatly from some of the insights of cultural anthropology.  And so…I would like to declare today Anthropology Appreciation Day in recognition of the knowledge the subject offers not just about other human beings in all their diversity but also about the process of learning about them.

Fortunately, non-anthropologists do not have to go far for an extremely useful source to get a glimpse into the subject — what it studies and how it goes about this study, how the knowledge is passed on and interpreted, and how it contributes to understanding a crazy world.  Laura Fulton’s blog on Social and Cultural Anthropology on this Triple A site is one I highly recommend to all teachers of global citizenship or IB Theory of Knowledge.  Since she is dealing with teaching within the IB, she is already treating her topics within a framework accessible to all IB teachers and touches many issues held in common.

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October 25, 2010

guest blog: model United Nations

by guest blogger Elynn Vazquez Wong. I think a great exercise for students, integrating some aspects of TOK and some characteristics of global citizenship, is a Model United Nations simulation, in which students learn to do the following:

explore and reflect on global issues and how they are involved to face them in a creative way
engage with issues of social justice, human rights, community cohesion and global interdependence
consider the importance of dialogue and negotiation to collective action and social responsibility in problem solving
develop awareness of diversity through exploring different values and attitudes
promote negotiation as means of reaching peaceful resolution to global problems.

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October 21, 2010

guest blog: listening and patient dialogue

Filed under: TOK meets global citizenship — Tags: , , , , — Eileen Dombrowski @ 4:59 am


by guest blogger Todd Pavel (left). My Middle Eastern Studies class has discussed the imminent niqab ban in France. A handful of North American kids very much understood the French government’s arguments for the ban, and many of my students from the Gulf criticized the ban’s insensitivity to Islam and disrespect for religious freedom. One thing I noticed during the discussions was that little effort was being made to understand fully the opposing side’s arguments. Feelings were strong on both sides, so not enough time was spent reading, listening, and reflecting. Each side casually dismissed the other’s basic rationale based on personal opinions or beliefs already formed.

I asked critics of the ban to see if they could – for just a minute – stop to reflect, to understand any part of the French government’s argument. I also asked supporters of the ban to see if they could understand, if only just a bit, the argument put forward by the ban’s critics. Both sides conceded after some reflection that there might have been some worth in at least a part of the other side’s argument. My next step will be to ask each kid to write a letter to a fictional supporter of the other side of the argument, acknowledging at least one merit of that argument before carefully outlining her/his own points.

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October 17, 2010

guest blog: “cultural self-confidence”

Filed under: TOK meets global citizenship — Tags: , , , — Eileen Dombrowski @ 4:13 pm


by Amit Khanna (left). We need to help students to develop “cultural self-confidence” (a great phrase I saw in a slide show prepared by a fellow workshop participant!).  This is especially challenging in international schools where students who find themselves in a minority start shedding their own culture as a way to integrate with the larger group. And who would blame a teenager for doing this?

In the past week I have seen an Indian student deprecate Bollywood movies and Korean student belittle their own education system.  While it is good that they show such critical thinking, I suspect they had not first been given the opportunity to see the immense creative element that goes into a escapist Bollywood dance number (see the video below and tell me it does not make you smile at east once…) or the positive results any education system can have (while the Korean education may have flaws like any other system, they also rank very well in the PISA country profiles or Math Olympiad results). In other words, find the positive and seek to understand before criticism, even when this is directed inwards.

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August 31, 2010

“Local Mosque, Global Responsibility”: ethics

Filed under: TOK meets global citizenship — Tags: , , , , , — Eileen Dombrowski @ 3:36 pm

“In edgy times, economically and morally, people focus more on what’s owed to them as a right than on what they owe others as a responsibility.” So comments Rushworth Kidder in yesterday’s article on his Global Ethics website.  It is entitled Local Mosque, Global Responsibility and deals with the controversy surrounding the proposed mosque in New York near what Americans call “ground zero”.  I recommend this article to anyone teaching ethics, as it urges a shift of perspective from the narrowly blinkered view of personal demands to a broader view which includes others and their needs and rights as well.   It also invites a discussion on what “rights” are and how the significant ethical and political concept of human rights can be applied and misapplied.

Kidder concludes, “I’d note that while ethics is certainly about standing for conscience, it’s also about bringing others along with patience and gentleness. Surely, of all our universal responsibilities, the duty to build a better world — in practice as well as in theory — stands paramount.”  Yes.  Thank you, Mr. Kidder.

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