Optional theme: Knowledge and politics
Optional theme: Knowledge and politics
Knowledge itself has an intrinsically political dimension, as questions about how knowledge is constructed, used and disseminated are infused with issues relating to power and politics. Political issues and decisions also affect our daily lives in many different ways.
This theme provides an opportunity for discussions about the practice of politics and our everyday interactions with politics in the world around us. For example, this theme is intended to provide an opportunity to engage with high-profile contemporary debates and examples, such as those around “fake news” and “post-truth politics”.
It considers where our political views and values come from, and how these inform and influence other areas of our lives. It encourages students to consider the role and origin of their own political beliefs and positions, as well as exploring issues relating to how groups make decisions that affect large numbers of people.
Another key focus of this theme is the “politics of knowledge” and issues around knowledge, power and oppression. This could, for example, include discussion of the concept of “epistemic injustice” and situations where someone’s knowledge or expertise may be dismissed because they are a member of a particular social group.
It could also include exploration of examples relating to the control of knowledge; for example, cases where political leaders and groups (such as the Khmer Rouge in Cambodia) have attempted to eradicate specific bodies of knowledge, “rewrite” history or persecute educated elites.
Within this theme, there could be discussions around the impact of technology and the potential of new technologies to give political actors new powers. For example, students could consider the increasing focus on data analytics in shaping political policies and decision-making.
They could also consider the impact of social media on political discussion, or the challenges of reducing complex political issues into media-friendly “sound bites”.
Another interesting possible area of discussion could be around persuasion, manipulation, misinformation and propaganda. This could include discussion of examples where facts and knowledge have been systematically distorted for political gain, or where political actors have denied or subverted knowledge.
It could also lead to a discussion of the differences between political rhetoric and propaganda, as well as interesting reflections on the role of think tanks, pressure groups, political activists, funded research and fact checkers.
It is crucial that discussions within this optional theme stay focused explicitly on knowledge rather than consisting of general discussions about politics or political issues. The following examples of knowledge questions can help to ensure this focus.
Scope
In what ways is factual evidence sometimes used, abused, dismissed and ignored in politics?
Is being knowledgeable an important quality in a political leader?
How is the practice of politics distinct from the discipline of political science?
What issues does politics raise about the difference between knowledge and opinion? How might political controversies be triggered by developments in scientific knowledge?
Why have political leaders sometimes tried to control or eradicate specific bodies of knowledge?
With regards to politics, do we know as much as we think we know?
Perspectives
What kinds of knowledge inform our political opinions?
To what extent are our political views shaped by society, family backgrounds, education or social class?
Why do facts sometimes not change our minds?
To what extent do museums package past knowledge to serve the needs of contemporary political systems and authorities?
Given access to the same facts, how is it possible that there can be disagreement between experts on a political issue?
When exposed to numerous competing ideologies and explanations, what makes an individual settle on a particular framework? Is there ever a neutral position from which to write about politics or from which to judge political opinions?
How might knowledge reflect or perpetuate existing power structures?
Methods and tools
What impact has social media had on how we acquire and share political knowledge?
What role do reason and emotion play in the formation of our political affinities or in our voting decisions?
How might emotive language and faulty reasoning be used in politics to try to persuade and manipulate?
To what extent can polls provide reliable knowledge and accurate predictions?
What role do political authorities and institutions play in knowledge-creation and distribution?
Why are referendums sometimes regarded as a contentious decision-making tool?
In what ways may statistical evidence be used and misused to justify political actions?
Ethics
Are political judgments a type of moral judgment?
Can knowledge be divorced from the values embedded in the process of creating it?
Do political leaders and officials have different ethical obligations and responsibilities compared to members of the general public?
When the moral codes of individual nations conflict, can political organizations, such as the United Nations (UN), provide universal criteria that transcend them?
On what criteria could we judge whether an action should be regarded as justifiable civil disobedience?
On what grounds might an individual believe that they know what is right for others?
Are new ethical challenges emerging from the increased use of data analytics in political activity and decision-making?
Making connections to the core theme
How can we know whether we have sufficient knowledge before voting in an election? (scope)
Has technology changed how and where our political views are shaped? (perspectives)
Are objective facts or appeals to emotion more effective in shaping public opinion? (methods and tools)
In a democratic system, do we have an ethical obligation to be knowledgeable about political issues and events? (ethics)
Last updated