Introduction to Theory of Knowledge
How do we know what we claim to know?
Theory of Knowledge (TOK) is a key element of the IB program and encourages students to reflect on the nature of knowledge and ask themselves how they know what they know. TOK is a class that focuses less on the acquisition of new content in the traditional way but more asks students to take a step back and evaluate the information they receive. Whether it be from class, parents, media etc. TOK challenges the knowledge we gain, and further questions the validity/ reliability of methods used to obtain it.
TOK is centred around 3 main themes:
| The Core Theme | Areas of Knowledge (AOK) | Optional Themes |
| The connection between “knowledge” and “the knower” by exploring interpretations of the world around us. | Delve into the different ways knowledge is organised by analysing different subjects and the methodology in which knowledge is obtained. | Teachers pick 2 of the 5 optional themes (mentioned below) in addition to the AOKs studied as part of the program. |
Furthermore, there are 12 central concepts which are highlighted throughout the course, and they are: certainty, evidence, truth, power, justification, objectivity, culture, values, responsibility, perspective, interpretation, and explanation.
The Areas of Knowledge
All 8 AOK’s are taught based on a “knowledge framework” with consists of the following branches:
Topic
Outline
Example
Concept/ Language
Explores the type of language used to produce knowledge and the ways in which knowledge is communicated
In visual arts, colour, texture, sculpture, and composition are all used to communicate a message and pass a possible message onto the viewer.
Methodology
Explores the way in which knowledge is obtained in the various AOK’s and the strengths and limitations of a given method
In history, knowledge can be obtained through historical documents which sparks a conversation on potential biases, selectivity of information, and more, questioning the degree to which a given text was an accurate representation of the historical period/ event
Historical Development
Looking at how different historical events impacted knowledge and how certain accidental stumbles upon knowledge may have changed the course of history.
The discovery of penicillin was completely accidental, when upon returning from holiday Alexander Fleming found mould growing on his petri dish. The antibacterial is now used to treat many things from pneumonia to UTI’s.
Links to personal knowledge
Explores the link between personal and shared knowledge and how communities
In visual arts, colour, texture, sculpture, and composition are all used to communicate a message and pass a possible message onto the viewer.
| Topic | Outline | Example |
|---|---|---|
| Concept/ Language | Explores the type of language used to produce knowledge and the ways in which knowledge is communicated | In visual arts, colour, texture, sculpture, and composition are all used to communicate a message and pass a possible message onto the viewer. |
| Methodology | Explores the way in which knowledge is obtained in the various AOK’s and the strengths and limitations of a given method | In history, knowledge can be obtained through historical documents which sparks a conversation on potential biases, selectivity of information, and more, questioning the degree to which a given text was an accurate representation of the historical period/ event |
| Historical Development | Looking at how different historical events impacted knowledge and how certain accidental stumbles upon knowledge may have changed the course of history. | The discovery of penicillin was completely accidental, when upon returning from holiday Alexander Fleming found mould growing on his petri dish. The antibacterial is now used to treat many things from pneumonia to UTI’s. |
| Links to personal knowledge | Explores the link between personal and shared knowledge and how communities | In visual arts, colour, texture, sculpture, and composition are all used to communicate a message and pass a possible message onto the viewer. |
The areas of knowledge are explored through 8 ways of knowing which are as follows:
| Language | Emotion | Sense Perception |
| Faith | Memory | Intuition |
| Imagination | Reason |
Optional themes
Knowledge and Language
Explores the connection between language and thought, and is taught through different lenses such as language in the context of power or language and how it frames our thought process
Knowledge and Religion
Delves into religious concepts and theologies surrounding various beliefs, and further
explore their role in society
Knowledge and Technology
Questions the ways in which technology influences the way we search for and obtain knowledge through investigating the spread of false claims, the rise of echo chambers in internet spaces and more.
Knowledge and Indigenous Societies
Aims to get students to take a step back from the type of knowledge they obtain and verify knowledge and through a more holistic approach explore the ways indigenous and ancient communities developed and passed on knowledge
Knowledge and Politics
Questions how politics is impacted by knowledge and consequently power with an emphasis on historical control of knowledge by those in positions of power
Assessment 1
The first assessment students will undergo is the TOK exhibition, an individual assessment worth 33% of the final grade. The exhibition consists of students identifying 3 objects related to a provided prompt and composing a written commentary. Worth a total of 10 marks the exhibition encourages students to think outside the box and form connections between different concepts. There are a total of 35 prompts provided by the IB some of which being: – How does the way we organise of classify knowledge affect what we know – Are some types of knowledge less open to interpretation than others? – Can new knowledge change established values or beliefs? There are no limits as to what the chosen objects can be, but a good selection will be context specific and have a real-world application and strong link to the chosen prompt. Images of objects are permitted but generic photos are not recommended. Some good examples of objects can be an image of a specific painting, a book of significance, a water bottle made from recycled materials to encourage sustainability etc. There is a lot of freedom given with choice of objects pushing students to be creative and find innovative ways to explore their chosen prompt.
Assessment 2
The second assessment is a 1,600-word essay on one of the 6 IB prescribed titles worth 67% of the final grade. Students will investigate a knowledge question by interpreting it through 2 AOKs including real life examples in their analysis. Students are encouraged to have arguments and counter arguments within their essay to show critical thinking skills and the need to question and analyse knowledge, a key element of the TOK course. The essay is written with support from teachers to help guide students as this style of writing will be new to many of them. Support will be offered through a discussion on the students’ idea prior to writing and a written commentary once they have completed their first draft. The essay is marked out of 10 and can offer students a chance to up their average if they didn’t score well in the exhibition. Though challenging, the TOK essay gives students near unlimited options for their investigation allowing them to delve deeper into subjects they take interest in and even possibly gain a new perspective on the production and interpretation of knowledge in their respective AOK.
Completion of the course and associated assessments, students should feel as though they have gained some new perspectives on the way they learn and process knowledge. Through encouraging critical thinking, students will be able to explore and generate links between the teachings in class and the surrounding world. TOK aims to teach students to defend their claims through well thought out arguments supported by evidence while understanding the strengths and limitations of their knowledge. All these skills will prove very useful to those considering university education as their next step and will give them the foundation required for higher level research.
