Our recent Theory of Knowledge (TOK) day for Human Sciences offered a comprehensive explorationof various disciplines and aspects of this field. We disscussed about the scope of human sciences by examining different aspects and looking at different examples to better understand the various disciplines within this area of knowledge. One example that was discussed was how income can influence birth rates. Wes considered various factors like education, women's roles, and societal differences in Western European contexts that also play a significant role in this specific dynamic.
We then looked at the methodologies used in human sciences, highlighting the importance of observations and experiments. We explored the purposes behind collecting data, testing theories, and modelling both historical and prospective situations. These methods are crucial for making broad statements about human behaviour and understanding the complex patterns that govern our societies.
A significant portion of the day was dedicated to discussing the inherent challenges within human sciences. Each of us got a picture of a sort of action. We then had to answer certain questions, describing this image without being able to use our general knowledge on the different subjects. This brought us to disscuss topics such as biases, different worldviews, and the crucial distinction between causation and correlation. The debate also touched on the contrast between opinion and facts, emphasizing the importance of critical thinking in human sciences.
This led to a feverent disscusion of where our values come from and how they can be influenced and changed, sparking an engaging conversation. We discussed how what we are taught can either be completely adhered to or completely opposed. The influence of social norms, culture, and society, particularly in the Western world, can also play a big role. This discussion led to an unexpected yet intriguing tangent about serial killers, genetic disorders, and psychopathic tendencies, underscoring the complexity of human behaviour and the importance of early recognition of such traits.
We proceeded by looking at real examples. This included ethical constraints in human sciences that were illustrated through famous experiments such as the Milgram experiment (1961) and the Stanford prison experiment (1971). These historical examples in psychology and social psychology respectively highlighted the ethical dilemmas and the critical importance of ethical guidelines in conducting research.
We then attempted to view human sciences through the lens of anthropology. With the quote of Enlightenment thinker Descarte Knowledge is Power we were reminded that there is always more knowledge to be gained. We attempted practical exercises on identifying fallacies, working through examples of various fallacies, including: overgeneralizing, overlooking alternatives, poisoning the well, red herring, straw man, post hoc ergo propter hoc and persuasive definition.
We ended the day with a game that involved an ethical dilemma scenario: imagining we are in an atomic apocalypse and must choose three people to save. Each person had unique characteristics that could be valuable in such a situation. We then divided into groups to discuss and decide whom to prioritize for survival.
