Pre-lesson Assessment Activities Distinguish the commonsensical way of knowing from the scientific way of knowing by differentiating superstitious beliefs from science (e.g., astrology and horoscope from astronomy). Write your answers on the board using two columns: one for scientific research and one for common sense. After the activity, discuss why you believe in superstitions and explain how you got to know these (e g., by jumping on New Year's Eve, one will grow taller.). Then, discuss how superstitions can be explained scientifically.
Answers
the process by which green plants and some other organisms use sunlight to synthesize nutrients from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a by-product.
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Answer:
Are we on “the path back into darkness, tribalism, feudalism, superstition, and belief in magic”? The apparent upsurge of belief in astrology has sent one of my favourite bloggers and podcasters, neurologist and skeptic Steven Novella, into a paroxysm of sheer frustration. How can anything so thoroughly debunked as astrology make inroads back into public belief? But – stay cool, Steven! This is a job for Theory of Knowledge teachers! It seems to me we’re in a perfect spot to raise questions about astrology – not with earnest annoyance but with humour and a light heart.
Steven Novella’s sense of urgency arises from witnessing, too often, woo-woo relativism turn critical thinking to mush. TOK teachers are his staunch allies as he fumes at treatment of all knowledge as equally acceptable – or equally dismissible. Alas that the fine human quality of tolerance of diverse claims and perspectives can be carried so far that knowledge is indistinguishable from nonsense! We might want to rage a bit ourselves. But then let’s shrug and cheer up. After all, in the northern hemisphere most of us are launching into a new teaching year and don’t want to burn out too early!