• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Ways of Knowing.

Extracts from this document...


Amrit Morokar 13L To What Extent is Truth Different in Mathematics, the Arts and Ethics? Word Count: 1428 words ToK - Mr. K. Skeoch 10/5/2009 The definition of truth is often hard to interpret in itself, in the dictionary it is defined as "A statement that is accepted as fact or reality universally or individually" (whether universally or individually depends on the type or context of the truth.) The nature of truth obeys different laws when divided up into different categories; there are different theories of truths for each domain. This is perhaps why the above question may be slightly difficult to answer, and reach our first hurdle that we cannot always determine if a fact is verified in the areas of Mathematics, Arts and Ethics. To break down this argument simply; we will try and analyse to what extent finding a truth differs in each one. ...read more.


However we must take into account that as more and more people become involved in trying to define a boundary for truth in the arts, the more opinions are added to the mix, therefore leading to more confusion and disagreement. Truth in the arts is what CAN be, but there will never be an absolute truth. Truth in mathematics is objective. Unlike the area of the arts, in the area of mathematics truth is rather clearer cut, defined and sculptured so that we do not misinterpret it. In mathematics, truths are reached via logic, and these accused truths in mathematics have to be able to be proven. However if in the area of mathematics a concept cannot be proven to work, we cannot classify it as being a truth. Therefore we come to the conclusion that the extent of truth in mathematics is defined only when there is logical evidence sufficient to prove the concept as working. ...read more.


And what is the difference between individual or personal truth and communal or collective truth? A very valid argument here is that we use all three (The Arts, Mathematics, and Ethics) in order to grasp truths, so therefore they are not truths themselves, and truth cannot be defined in each one. Now, if they are simply used as tools for each of us to understand truths in different lights, then why is there a debate as to what extent truth can be defined of in each of these? If they are merely tools, and not domains; is there an explicit way to answer the question posed above? Taking all this into account, we can fairly conclude that the meaning of truth is interpreted differently in the areas of mathematics, arts ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our International Baccalaureate Theory of Knowledge section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related International Baccalaureate Theory of Knowledge essays

  1. To what extent is truth different in mathematics, the arts, and ethics?

    mathematics is about justifying itself in order to determine the truth. On the other hand, there are instances where the truth in mathematics is not 'absolute'. Limitations in mathematics are the fact that it can only be true if the axiom that it is based on is true.

  2. To what extent is truth different in mathematics, the arts and ethics?

    However, one must assume the equation is true and provable. And one can also incorrectly manipulate formulas to prove that equation. In this instance, the truth behind mathematical induction is heavily dependent on trust. The underlying assumption is that what one is trying to prove must be true.

  1. TOk Discussion - Do we impose mathematics upon nature or is it naturally inherent ...

    it is beautiful, our high school education does not teach actual mathematics. Our learning consists of arithmetic and computational math. So what right do we have to talk about mathematics and its beauty? Does experience with mathematics influence perception of beauty?

  2. To what extent is truth different in mathematics, arts, and ethics?

    Knowing this, it can be said that the reality of mathematics is therefore constant for each equation or statement. And since the reality does not vary with individual perspective, it is also not subjective. This being established, it can then also be said that the truth within mathematics is, itself,

  1. To what extent is truth different in mathematics, the arts and the ethics?

    On the other hand, truth in the arts can also be viewed as subjective in the sense that individuals are free to decide what is beautiful. In addition, it must not be disregarded that the arts are always judged through emotions, and since emotions are one Ways of Knowing that

  2. Tok Chap 1-3

    The danger of gullibility * No one is willing to believe everything they read. * We all have limits beyond which we conclude the absurdity of a belief. The danger of scepticism * Being too sceptical means closing your mind to new ideas that challenge conventional wisdom.

  1. Are some Ways of Knowing more likely than other to lead to Truth?

    It emphasized the use of sight to find insight in the world. This led the characteristics of creating sculpture or picture to represent the ultimate truth, gods. In Semitic culture, the focus is on hearing to know truth. Thus the way to know the ultimate truth of God is to hear his words.

  2. Is it possible to justify the different ways of knowing?

    In most cases, reasoning starts with premises that are true. Therefore, the arguments are valid and conclusions are often true (Alchin 76). Additionally, when one receives data or information in the different areas of knowledge, the brain processes them and seeks to find linkages between sets of data.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work