theory of knowledge 2022 essay titles

Theory of Knowledge

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Tok essay titles nov 2024, monday, september 13, 2021.

• ToK Essay Prescribed Titles May 2022

 Here are the published titles for the ToK Essays submitted for examination in May 2022 and based on the new ToK Curriculum 2022 c/o ibtokessaytutor.com:

Q1. Knowledge & its dependence on culture.

Q2. Truth, facts and the gap between them.

Q3. Justifications for holding N Science knowledge in high regard.

Q4. Using stories to give meaning in History & H Science.

Q5. Difference between good & bad interpretations.

Q6. Ethics, boundaries and acceptable investigations.

All the best!

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IB TOK Essay Titles

The International Baccalaureate Organization releases six TOK essay titles, twice a year for submission either in May or November. So you need to know which cohort you're submitting with. The essay titles for submission in May are released in the previous September. The essay titles for submission in November are released the previous March.

• November 2023 topics
• May 2023 topics
• November 2022 topics
• May 2022 topics
• November 2021 topics
• May 2021 topics
• November 2020 topics
• May 2020 topics
• November 2019 topics
• May 2019 topics
• November 2018 topics
• May 2018 topics
• November 2017 topics

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May 2022 Theory of Knowledge Essay Titles | Tips + SAMPLES

Table of contents

• Writing Metier

Already nervous about the BIG ToK essay? We hear ya! From finding the right ToK essay topic to making sure you cover all your basis, ToK essay can be a big deal and frankly overwhelming as well. The key here, however, is forward planning and by the looks of it, you seem to be on the right track!

IMPORTANT! These are topics for the year 2022. Check the latest 2024 November TOK Essay Titles

Finalizing the topic for your essay is just one component of ToK but an extremely important one. According to the ToK essay core, it holds 67% weightage in the final grade. Through this essay, examiners see how coherent, critical and clear the reflection and analysis of the topic you have chosen is. And because of how essential the essay is, students often find themselves in a pickle because they are often not guided correctly on how this essay needs to be done.

The idea behind this essay is not to assess the amount of knowledge you possess regarding a subject matter, but how you explain the findings that you have. It must demonstrate your knowledge in a constructive manner and that is what helps you with this 67% of the grade.

ToK essay topics:

Now that you have landed on this page much in advance, let’s touch some base on the prescribed May 2022 theory of knowledge essay titles. Furtheremore, you will find several ToK essay 2022 samples completed by our theory of knowledge essay writers .

1. “Can there be knowledge that is independent of culture? Discuss with reference to mathematics and one other are of knowledge.” + SAMPLE

If  Math as a subject  is something you are passionate about, this is the perfect topic for you. Here, you need to talk about mathematics and the relation that culture has to it. The best way to explore this topic is to talk about the universality of mathematics in terms of the subject being one that is extremely objective. The same formulae are used to solve problems in mathematics world over. However, when we talk about a different area of knowledge like human sciences or art, we can explore how these are highly subjective in nature. Hence, contrasting the role of culture in these two areas of knowledge can help understand this much better.

2. To what extent do you agree with the claim that ‘there’s a world of difference between truth and facts’ (Maya Angelou)? Answer with reference to two areas of knowledge. + SAMPLE

Including two areas of knowledge may get a handful, but it’s not to say that this won’t be an interesting ToK essay because of how subjective and debatable it is. In this essay, you have to talk about the fine line of difference between truth and facts. The best approach here is through the use of examples. It can be quite difficult to understand this for someone who does not have any prior idea of the substantial difference between the two. For this reason, pick out something that you are familiar with, and then highlight how the truth and facts differ in these.

3. Is there solid justification for regarding knowledge in the natural sciences more highly than knowledge in another area of knowledge? Discuss with reference to the natural sciences and one other area of knowledge.

Science is the most important source of knowledge and information. It gives us the solutions we need in our everyday functionality and helps in unfolding the mystery of the world. If you are a science geek, this is the perfect topic for you to proceed with. If you decide to go with this topic, then it is best that you give examples from the sciences and highlight how these can be evidence based, and hence proved to be right or wrong. Contrasting this with something more subjective like the human sciences can help shed light on this in the best possible way. The point that you need to highlight here is how natural sciences as a subject is one that is highly evidence based, whereas other areas of knowledge are subjective, and different meanings can come out of those.

4. How do historians and human scientists give knowledge meaning through the telling of stories? Discuss with reference to history and the human sciences.

Storytelling is an art and historians and scientists have been doing that for decades with their findings about life on the earth. This topic requires an essential link between these two disciplines. The idea is to shed light on what storytelling mainly is, and how storytelling can help gain insightful knowledge in different situations. The idea behind using these two areas of knowledge is that these are as such that storytelling is very common in these. So give examples of how historians and human scientists have come up with evidence through the use of stories, and how it has been helpful in people understanding things in a much better way,

5. How can we distinguish between good and bad interpretations? Discuss with reference to the arts and one other area of knowledge. + SAMPLE

Gut feelings and interpretations are indeed important human fundamentals. This is a fun topic to play around with and if you wish, you can get into the depths of multicultural elements around interpretations and discuss how they vary geographically as well. The way that human beings interpret things differs greatly from situation and situation. Not just that, but there are also several other factors that affect our understanding of things, which essentially means that our interpretation will also differ.

6. If we conclude that there is some knowledge we should not pursue on ethical grounds, how can we determine the boundaries of acceptable investigation within an area of knowledge? Discuss with reference to two areas of knowledge.

This is a common debate – the correlation between law and ethics. If you like to take a controversial front in a topic, this essay topic might be the perfect fit for you! Ethics in itself is something that is so highly debatable based on the opinions and outlook of different people. So outlining your own definition and boundaries of ethics, you can talk about the role that ethics plays when it comes to knowledge. This can be a very interesting topic for you to work on if you can highlight the different role that ethics plays in different areas of knowledge based on several different schools of thought.

The year 2023:

• November 2023 TOK essay prompts
• November 2022 prescribed TOK essay titles

Previous years prompts:

• November 2021 ToK Essay titles
• May 2021 Theory of Knowledge essay prompts

Now you know about the ToK essay topics you can expect for May. Plan ahead, don’t mess with the TOK essay word count , and start doing your research.

⏩ And in case you feel you  need a hand with the ToK essay , you know where to come! ⏪

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Theory of Knowledge Resource Space: TOK Essay Planning

• Core Knowledge and the Knower
• Natural Sciences
• Knowledge and Technology
• Knowledge and Language
• Knowledge and Indigenous Societies
• Knowledge and Religion
• Knowledge and Politics
• Human Sciences
• Mathematics
• TOK Essay Planning
• TOK Essay Writing
• MLA Citations
• TOK Exhibition

2022 Titles

1. Is replicability necessary in the production of knowledge? Discuss with reference to  two areas of knowledge.

2. For artists and natural scientists, which is more important: what can be explained or what cannot be explained? Discuss with reference to  the arts and the natural sciences.

3. Does it matter if our acquisition of knowledge happens in “bubbles” where some information and voices are excluded? Discuss with reference to  two areas of knowledge.

4. Do you agree that it is “astonishing that so little knowledge can give us so much power” (Bertrand Russell)? Discuss with reference to the  natural sciences and one other area  of knowledge.

5. Are visual representations always helpful in the communication of knowledge? Discuss with reference to the  human sciences and mathematics.

6. To what extent is the knowledge we produce determined by the methodologies we use? Discuss with reference to  history and one other area of knowledge.

Unpacking the prescribed Titles

General Resources for Examples/Ideas

The world’s leading publisher of research-based news and analysis, but easy to read.

PBS show that examines the connections between pop culture, technology and art.

Every TED-Ed Animation represents a creative collaboration between experts. Such experts may include educators, designers, animators, screenwriters, directors, science writers, historians, journalists and editors.

Similar to TED talks, but shorter. Usually more focused on a specific idea.

We ask the big questions and find the freshest, most original answers, provided by leading thinkers on science, philosophy, society and the arts

We expose people to information and ideas from all sides of the political spectrum so they can better understand the world

Excellent, thoughtful and nuanced. It's like TOK every day. Use the Search box and the drop down menu to search by subject.

counter arguments

Subsidiary Knowledge

Typical TOK Essay Mistakes

Psychology Vs TOK

Conclusions

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US IB Theory of Knowledge: TOK Essay

• Knowledge Framework in TOK
• TOK & The Learner Profile Attributes
• The Learner Profile Attributes Quiz
• Areas of Knowledge
• Optional Themes
• Knowledge Questions
• TOK Exhibition
• TOK Exhibition Prompts
• TOK Exhibition Rubric
• Ways of Knowing (Pre 2022)
• Recommended Reading
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TOK Prescribed Titles

The International Baccalaureate Organization releases six TOK essay titles, twice a year for submission either in May or November. So you need to know which cohort you're submitting with. The essay titles for submission in May are released in the previous September. The essay titles for submission in November are released the previous March.

• May 2022 topics
• November 2021 topics
• May 2021 topics
• November 2020 topics
• May 2020 topics
• November 2019 topics
• May 2019 topics
• November 2018 topics
• May 2018 topics
• November 2017 topics

"A" example Essays

• Reason vs Emotion in Ethics
• Breaking Conventions
• Context is All
• Moral Wisdom
• Valuable Knowledge
• Experience & Culture

Essay Guidelines

The word count is 1600 words. This includes quotations. You have to write down the number of words when you submit the essay. The examiner will not read past 1600 words. References, maps/charts/illustrations and bibliographies are not included in the word count. You can choose any standard referencing system, but be consistent with the one you chose.

Assessment Criteria: Markscheme from the TOK Guide (as of Class of 2022)

TOK Essay Frequently Asked Questions

Here are some questions that students and teachers frequently ask about the TOK essay. Read through these questions and the answers to check that you are doing the right thing.

What’s the most important thing to bear in mind?

The first thing is to BE CLEAR! Most students do not even manage to communicate their ideas clearly to the examiner. Regardless of whether or not your answer is stunningly original or crammed with a variety of interesting examples, if it is clear then you will already have a massive head start over the majority of other students from elsewhere in the world. That is why it is absolutely vital to plan in detail – if you have a clear plan you will write a clear essay. If you start the essay without a clear plan then the chances are you will not do very well.

The second thing is to remain focused on the question. It is really easy to lose focus and when you do your score will instantly drop. A slight switch from discussing ‘what we believe is true’ to ‘what is true’ might be enough to make most of your answer irrelevant to the question that you have been asked so you have to be really, really careful here. Always ask yourself whether you are correctly focused on the question.

If my answer is not completely different to everyone else’s will I lose?

Most good essays will offer well balanced, plausible and convincing answer to the knowledge question that has been asked. Clearly there is not an infinite variety of plausible and convincing answers to any question and so you should not expect your answer to be completely different to everyone else’s and nor should you strive to make it bizarrely and outlandishly strange in an attempt to seem original. A good answer will usually point out that x is true in some case cases because of a certain set of reasons, while it is less true in other cases and pretty much completely untrue elsewhere. Students who take very extreme positions tend not to do so well in TOK because, unlike in English where you can usually find some evidence to back up even the most unusual reading, TOK is meant to be firmly grounded in the real world and so, for instance, it is not really that plausible to argue that we can never know anything because that just doesn't fit with how we live our daily lives. Similarly, answers which are overly simply probably won't do that well because most things in TOK just aren’t that clear cut. For example students who claim that Art is completely subjective and that we can never know whether one painting is better than another have trouble when accounting for how the IB award some students Level 7s in art while failing others.

So in this sense your essay might be balanced in the same way as someone else’s but the difference between your essay and everyone else’s should be in exactly how you strike that balance, exactly which discriminations you make and the kinds of evidence that you use to persuade me that your answer is correct. The more convincing your position: the better you will do.

How many examples do I need?

In terms of number of examples there is no set answer. However, in a 1600 word essay you should try to have about 4-6 main body points with one clear example that is central to each one. The best marks will not go to those students who have lots of examples but those who choose examples that support their point really well and then go on to consider the counterclaims against this position (possibly using the same example or a different one) and then respond to this counterclaim (again using the same example or a different one - however three examples in paragraph might be getting a bit too much).

How important is it to talk about myself?

It is important to demonstrate personal engagement, indeed the highest marks will really only be awarded to essays that create a sense that the writer has really engaged and got to grips with the question that they have chosen to answer. However, there are a number of different ways to do this. Using the personal pronoun ‘I’ and talking about something that has happened to you is one way to do this but it will not score highly unless it is a strong example that convincingly supports the point you are trying to make. For example, you will are unlikely to get any points for a personal example about your summer holiday or your Mum’s noodle soup unless it clearly and convincingly supports your answer to the question.

Other ways to demonstrate personal engagement and independent thought are by offering personal definitions of key words and researching original examples that you have come up with yourself rather than the obvious example or the one that everyone else in your class is using because that is the one that the teacher gave you.

Ultimately the best way to demonstrate your personal engagement with the question is through your tone of voice and the sense that you have really ‘got’ what this question is asking and honestly offered your own answer to it. However, this can be hard to identify for an examiner so it is probably best if you try to cover all of the different methods mentioned above in order to come across as a student who is thinking for themselves and relating this question to experiences in their own education.

Should I offer definitions of all the words in my title?

Obviously not – beginning your essay with a list of personal definitions does not make for a very engaging start.   However, there may be some terms in your question title that it is important to define and so you might need to start by doing this. In these case it is best to offer a   brief   personal definition (avoid Dictionary.com!), but be careful with going into any more detail than that. Otherwise the best way to show that you understand what the words in the title mean is to continually link back to the key words from the question throughout your essay. Just like in an English essay you would usually do this at the beginning or end of a paragraph but the best students will be able to make the link clear throughout.

One handy trick to bear in mind when thinking about definitions is that, considering different definitions of key words can actually be a good way of incorporating different perspectives into your essay. For example, if your essay question asks you whether progress is equally possible in the sciences and the arts then how you answer that question might depend on how you define progress and a good structure for the essay might be to start by considering one definition of progress (i.e. progress from one perspective) and then go on to contrast this with the answer that we get if we consider a different definition of progress from another perspective.

Is it a good idea to argue that it’s impossible to know anything at all?

Generally no … TOK examiners tend to be quite dismissive of essays that argue either that we can’t know anything at all or that you can have your ‘truth’ and I can have my ‘truth’ and that these truths are both true. The first of these approaches is often called ‘lazy scepticism’ and the second ‘easy relativism’ and you can see that the names imply that these are not particularly impressive positions to adopt. This is not to say that it’s impossible to be sceptical about knowledge and argue that there are problems with it because clearly there are. It’s also not to say that it’s impossible to argue that in some situations the ‘truth’ might actually be different for different people. However, by and large TOK is looking at how we can know things despite the problems we face when acquiring with knowledge or in spite of the different opinions that exist. TOK is in many ways a pragmatic and realistic subject that is trying to move away from creating the impression that we just can't know anything at all. As such, the best essays will admit that the acquisition of knowledge may not be straight-forward, but will go on to consider how we can overcome these obstacles in the successful pursuit of knowledge.

Do I have to cover every AOK and WOK in my essay?

No, you won’t have enough space. However, you should start by considering all of the   AOKs   and   WOKs   when you begin planning your essay and then narrow it down to the 2 or 3   AOKs   or   WOKs   where you can say the most interesting things. Make it clear that this narrowing down is a conscious decision that you have made and you can even briefly explain the reasons why you have made the choice that you have, if you think that it is relevant. Remember that the highest marks will go to the students who explore a few really key ideas in depth rather than those who try to cover everything. Remember also that the best and most original ideas are not necessarily going to be the ones that spring to mind first so try to use   AOKs   or   WOKs   that not everyone else is using – as long as they work.

So how do I know which   AOKs   or   WOKs   would be good ones to pick?

In general, it can be good to compare an AOK where a statement 'x' really applies well and contrast that with one where it doesn't or doesn't seem to. So for example 'All knowledge is subjective' seems to fit well with The Arts and Ethics, but less with Maths and Science so if you just talk about The Arts and Ethics then you are just going to have an essay that keeps saying ... and this is also true in Ethics, and we can see another example of subjectivity in the Arts, etc. It would be much better to say that this is true in the arts because of xyz reasons and not true in Maths because of   abc   reasons.

If you are really confident with TOK you might try inverting an obvious stereotype about an AOK and seeing if you can find examples where that isn’t true. For example, most students’ first reactions are that the Arts are a subjective subject whereas Maths is a subject which contains objective, universal truths. While there is some   truth to this stereotype   it is not true all the time and the best students will be able to explore where that stereotype breaks down and why it breaks down.   For example, while judgement in art is subjective, some truths – e.g. that this picture was painted by   Da   Vinci - are empirical and so we can have objective agreement about them. Additionally, even the subjective truths aren't allowed to be absolutely anything - even my Mum doesn't think that my Primary School paintings are as good as   Da   Vinci's. This kind of subtlety is what marks out the best answers.

In addition, do not make sweeping statements about aspects or areas of knowledge that imply that what you are saying is always and absolutely true without exception. Instead, phrase things in a way that acknowledges the limitations of your own knowledge and experience: for example ‘Accepting for the moment the premise that … then we can say …’

Do I have to use TOK words like ‘Areas of Knowledge’ in my essay?

Yes you do as this will demonstrate a good understanding of the course but be wary of just throwing them in everywhere: judicious and correct use of TOK terminology is better than going over the top. The words that should come up more frequently are the key words from the question to show that you are remaining focused on the question and not getting distracted by anything else.

Do I have to include any Philosophy or Philosophical words?

No   - the IB have made it clear that TOK is not a philosophy course, instead it is meant to be grounded in the real world and your own experiences as a student. As such you should try to avoid including complex philosophical points unless you really understand them and they really are fully relevant to the essay, even then it is often to put these points into your own words rather than quote philosophers because TOK is about you thinking for yourself rather than quoting someone else’s thoughts.

Do I have to research the quotations in the question title?

It is a good idea to know where the quotation came from, who said it and why but you wouldn’t necessarily include any of this in your essay. In fact, the quotation may not really be relevant at all to the essay question as they are sometimes just used to give you a flavor of   the what   the essay is about. For example in the ‘What I Tell You Three Times is True’ question – the number ‘three’ and the fact that this comes from Lewis Carroll are not necessarily as important as the point about repetition and so detailed research into the works of Lewis Carroll will not really help you with this question.

Can I use quotations from famous people to back up my argument?

Students often like starting essays, concluding essays or supporting points with quotations from famous people like Oscar Wilde or Albert Einstein. The fact that these people are experts tends to lend an air of credibility to your argument. However, the opinion of someone like Oscar Wilde is only going to be relevant in certain, very specific circumstances, for example, if you are exploring esthetics (the theory about what makes beautiful things beautiful) then it might be worth considering Oscar Wilde’s perspective on this topic as he was an artist… but you have to remember that his view is only one perspective and just because Wilde said it, it doesn’t mean that he has the best or most convincing theory about beauty. You should also remember that, outside of the topic of esthetics, it might not be a such good idea to quote Oscar Wilde at all: his opinions on how to live a good life, for example, can be sharply witty and sound quite appealing ... but we need to remember that he did die penniless and alone in Paris so is he really someone that we want to listen to?

Similarly, Einstein is a hugely important figure in the history of science and it might be worthwhile quoting him if you were exploring the forces that drive or inspire genius. However, again you should bear in mind that Einstein’s personal statement about what inspires him is not necessarily something that is going to be true of all thinkers. On top of that you should remember that it has been almost 100 years since the publication of Einstein’s last great work, the General Theory of Relativity, so if you are looking for an up to date comment on the nature of scientific knowledge then it might be best to look elsewhere.

In general the rule with quotations is that you should only quote from someone when they are an expert in the relevant field and even then you have to bear in mind that their opinion is nothing more than that, an opinion. Just like your opinions have to be backed up with evidence and proof, so do the opinions of experts… just because Einstein said it, it doesn’t mean it’s true until you show me the proof. One danger you should also be aware of if you quote too much is that the expert’s voice can come to replace your own and so you should only quote opinions sparingly. One additional way to prevent the expert’s voice from dominating your essay is to use quotations from them in your counterclaims; if you go on to disagree with the expert then that’s usually a clear indication that you are thinking for yourself.

Finally, be careful where you get your quotation from. ‘Brainyquote.com’ might be a repository of thousands of fantastic and completely accurate quotations but it doesn’t create a great impression of your ability to select reliable sources so try to find the original source for your quotation and quote that!

Do I need to include different perspectives in my essay?

Definitely, although remember that ‘different perspectives’ can mean a range of different things. One nice way to include different perspectives is by considering the question from the ‘perspective’ of the different   AOKs . So, for example, you might answer the question from the perspective of the sciences and then compare this with the perspective of the arts – this is a particularly nice trick because it also enables you to draw in some comparisons between the   AOKs   at the same time. However, there are other perspectives that you considering and exploring different cultural, political, philosophical, historical and intellectual perspectives or different schools of thought within an AOK can lead to a more interesting and more convincing essay.

Do I have to distinguish between ‘personal’ and ‘shared’ knowledge in my essay?

It’s definitely a good idea to consider these ideas in your planning but, as with anything, you should only really include them if they are relevant to your essay. One effective way to include these different kinds of knowledge in your essay is to treat them as different perspectives on the same issue. For example, if you are looking at whether it is possible to make progress in the arts then the answer might be quite different depending on whether I am talking about progress at a personal level (clearly I can get better at drawing) or at a shared / communal level because it’s not entirely clear what it would mean for art overall to get ‘better’. This links nicely with the previous point as a way of considering different perspectives on the same issue and can be a good way of killing two birds with one stone.

From www.mrhoyestokwebsite.com

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That IB Guy

Helping ib students worldwide with what they dread., unraveling the mysteries of knowledge: m25 tok essay titles.

Hey everyone, welcome back to That IB Guy where we look to provide you all a jump start into the TOK titles with some brief analysis and examples to give you a leg up with that essay and get it out of the way as soon as possible. So let’s get right to it:

Title 1: Do historians and human scientists have an ethical obligation to follow the directive “do not ignore contradictory evidence”? Discuss with reference to history and the human sciences.

Claim 1: Ignoring contradictory evidence compromises the integrity of knowledge.

• Example: In history, ignoring evidence can lead to biased narratives. For instance, the exclusion of indigenous perspectives in the history of colonization presents a one-sided view that ignores the suffering and resistance of indigenous peoples. By not acknowledging contradictory evidence, historians perpetuate incomplete or inaccurate accounts.
• Example: In human sciences, particularly psychology, the replication crisis highlights the importance of considering contradictory evidence. Studies that fail to replicate suggest that some earlier findings may have been anomalies or even flawed, and ignoring these contradictions can lead to the persistence of false theories.

Counterclaim 1: Overemphasis on contradictory evidence can hinder knowledge development.

• Example: In historical research, focusing too much on outliers or fringe evidence might detract from well-established narratives, making it difficult to form cohesive interpretations of past events. For instance, while revisionist history can offer new insights, it can also create confusion if it undermines widely accepted and well-supported theories without sufficient cause.
• Example: In human sciences, an overemphasis on contradictory evidence can lead to the “file drawer problem,” a term coined by psychologist Robert Rosenthal in 1979 where studies with significant results are published while contradictory or null results are left unpublished, skewing the scientific literature and slowing the progress of research.

Claim 2: Acknowledging contradictory evidence enhances critical thinking and understanding.

• Example: In history, recognizing conflicting sources about events like the causes of World War I encourages historians to consider multiple perspectives, leading to a more nuanced and critical understanding of the factors involved.
• Example: In human sciences, acknowledging contradictions, such as in the varying effectiveness of psychological therapies, forces researchers to refine their theories, ultimately leading to more robust and applicable knowledge.

Counterclaim 2: Contradictory evidence can be misinterpreted or misused.

• Example: In history, contradictory evidence can be cherry-picked to support certain agendas, such as in Holocaust denial, where isolated pieces of evidence are taken out of context to support a false narrative.
• Example: In human sciences, contradictory evidence can be misinterpreted due to the complexity of human behavior. For example, studies showing conflicting results in social psychology may be due to cultural differences, but misinterpreting these contradictions could lead to incorrect conclusions about human nature universally.

Claim 3: Ethical scholarship requires transparency and honesty in dealing with evidence.

• Example: In history, the work of historians like E.P. Thompson, who acknowledged and addressed contradictory evidence in his studies of the English working class, demonstrates the importance of transparency in creating credible historical narratives.
• Example: In human sciences, researchers are increasingly adopting open science practices, such as preregistration of studies, to ensure that contradictory evidence is reported and considered, reflecting a commitment to ethical scholarship.

Counterclaim 3: The ethical obligation may vary depending on the context.

• Example: In history, the ethical obligation to consider contradictory evidence may be less stringent in popular history books aimed at general audiences, where the goal is to tell a compelling story rather than to engage in rigorous academic debate.
• Example: In human sciences, practitioners like clinical psychologists may prioritize the effectiveness of treatment over the academic consideration of contradictory evidence, especially when dealing with time-sensitive cases such as severe mental health crises.

Title 2: Is our most revered knowledge more fragile than we assume it to be? Discuss with reference to the arts and one other area of knowledge.

Claim 1: Revered knowledge in the arts is often based on subjective interpretation, making it inherently fragile.

• Example: The interpretation of Shakespeare’s works has varied greatly over time, and what was once revered as a universal truth about human nature might now be criticized as outdated or biased. This suggests that the knowledge we hold in high regard in the arts is subject to changing cultural and societal values.
• Example: The shift in the appreciation of modern art, such as the works of Jackson Pollock, from initially being dismissed to later being revered, demonstrates the fragility of artistic knowledge based on fluctuating critical and public opinion.

Counterclaim 1: Revered knowledge in the arts is resilient because it is continually reinterpreted.

• Example: Despite the shifts in interpretation, Shakespeare’s works remain revered because they are constantly reimagined to fit new contexts. This adaptability shows that while interpretations may change, the core knowledge remains resilient.
• Example: The resilience of classical music, such as the works of Beethoven, which continue to be celebrated despite evolving tastes in music, suggests that certain revered knowledge in the arts has a timeless quality that withstands cultural shifts.

Claim 2: Revered knowledge in other areas of knowledge, such as the natural sciences, can be fragile due to new discoveries.

• Example: The shift from Newtonian physics to Einstein’s theory of relativity illustrates how revered scientific knowledge can be overturned by new discoveries, demonstrating its potential fragility.
• Example: The changing understanding of health and nutrition, where once-revered knowledge like the benefits of low-fat diets has been questioned in light of new research, shows how scientific knowledge can be more fragile than assumed.

Counterclaim 2: Scientific knowledge, even when challenged, builds upon itself and is therefore robust.

• Example: Although Einstein’s theory of relativity challenged Newtonian physics, it did not discard it entirely but rather expanded upon it, showing that scientific knowledge is cumulative and resilient even when new discoveries emerge.
• Example: The field of medicine shows resilience in revered knowledge through the refinement of treatments over time, such as the development of antibiotics, which continues to evolve despite challenges like antibiotic resistance, demonstrating a robust, self-correcting process.

Claim 3: Revered knowledge is fragile when it relies on consensus, which can change.

• Example: In the arts, the critical consensus that once deemed certain works as masterpieces, such as the early modernist literature of James Joyce, can shift, making this knowledge fragile as new critical perspectives emerge.
• Example: In the natural sciences, the consensus on climate change has evolved significantly as more data becomes available. Earlier models and predictions are continuously updated, illustrating how knowledge that relies on consensus can be fragile.

Counterclaim 3: Revered knowledge is reinforced by consensus, making it less fragile.

• Example: In the arts, the consensus around the importance of Renaissance art, such as the works of Leonardo da Vinci, has remained strong for centuries, indicating that certain revered knowledge in the arts, once established by consensus, can remain robust and resilient over time.
• Example: In the natural sciences, the consensus on the theory of evolution has withstood numerous challenges and remains a foundational principle in biology. The broad agreement among scientists reinforces its strength and resilience, suggesting that revered knowledge supported by a strong consensus is less fragile than it might seem.

Title 3: How can we reconcile the relentless drive to pursue knowledge with the finite resources we have available? Discuss with reference to the natural sciences and one other area of knowledge.

Claim 1: Prioritization of research goals can help reconcile the pursuit of knowledge with finite resources.

• Example: In the natural sciences, the focus on research areas with the highest potential impact, such as renewable energy technologies, allows for the efficient allocation of limited resources. By prioritizing research that addresses urgent global challenges, the natural sciences can continue to pursue knowledge while acknowledging resource constraints.
• Example: In the social sciences, targeted studies on pressing social issues, like poverty reduction or public health, enable researchers to make significant contributions without overextending available resources. This prioritization ensures that resources are used where they can have the greatest benefit.

Counterclaim 1: Prioritization can lead to the neglect of fundamental research and long-term goals.

• Example: In the natural sciences, focusing exclusively on applied research for immediate benefits can result in the underfunding of basic scientific research, which is essential for long-term innovation. For instance, research into quantum mechanics or theoretical physics may not have immediate applications but is crucial for future technological advancements.
• Example: In the humanities, prioritizing research that has immediate social relevance might lead to the neglect of cultural studies or historical research, which are important for preserving knowledge and understanding societal developments over time.

Claim 2: Collaboration and interdisciplinary research can maximize the use of finite resources.

• Example: In the natural sciences, collaborations between different fields, such as bioengineering and computer science, allow for the pooling of resources and expertise, leading to more efficient knowledge production. Projects like the Human Genome Project exemplify how interdisciplinary collaboration can overcome resource limitations.
• Example: In the arts, collaborations between artists, historians, and technologists can create innovative works that enrich cultural knowledge while making efficient use of available resources. For example, digital archiving projects allow for the preservation and sharing of art and historical knowledge with minimal physical resources.

Counterclaim 2: Collaboration can be resource-intensive and may dilute focus.

• Example: In the natural sciences, large-scale collaborative projects can sometimes be resource-intensive and bureaucratically complex, leading to inefficiencies. The International Space Station, while a feat of collaboration, has faced criticism for its high costs and the slow pace of some research outputs.
• Example: In the humanities, interdisciplinary projects may face challenges in aligning different methodologies and objectives, potentially leading to conflicts or compromises that dilute the quality of the knowledge produced.

Claim 3: Technological advancements can help optimize resource use in the pursuit of knowledge.

• Example: In the natural sciences, advancements in computational power and data analysis, such as the use of AI in drug discovery, allow researchers to process vast amounts of data quickly and efficiently, optimizing the use of limited resources.
• Example: In the humanities, digital humanities projects leverage technology to analyze texts, artworks, and historical documents in ways that were previously impossible, allowing for new insights and knowledge production with fewer physical resources.

Counterclaim 3: Reliance on technology can create new resource challenges and ethical concerns.

• Example: In the natural sciences, the increasing reliance on high-powered computing and big data raises concerns about the energy consumption and environmental impact of these technologies, potentially creating new resource challenges.
• Example: In the humanities, the digitization of knowledge raises ethical concerns about access, copyright, and the digital divide, where only certain populations have access to the latest technological tools, potentially exacerbating resource inequalities.

Title 4: Do the ever-improving tools of an area of knowledge always result in improved knowledge? Discuss with reference to two areas of knowledge.

Claim 1: Technological advancements in the natural sciences lead to more accurate and comprehensive knowledge.

• Example: In the natural sciences, the development of more precise instruments, such as the Large Hadron Collider, has enabled scientists to discover previously unknown particles, such as the Higgs boson, deepening our understanding of fundamental physics.
• Example: Advances in medical imaging technologies, such as MRI and CT scans, have revolutionized the field of medicine, allowing for non-invasive diagnostics that provide more detailed insights into the human body, leading to improved treatments and outcomes.

Counterclaim 1: Improved tools can lead to an overwhelming amount of data, making it harder to extract meaningful knowledge.

• Example: In the natural sciences, the massive amounts of data generated by modern experiments, such as those in genomics, can be difficult to analyze and interpret, leading to potential issues of data overload where significant findings may be overlooked or misinterpreted.
• Example: In archaeology, the use of advanced tools like LIDAR (Light Detection and Ranging) has revealed vast amounts of new information about ancient civilizations, but the sheer volume of data can sometimes overwhelm researchers, making it challenging to piece together coherent historical narratives.

Claim 2: In the arts, new tools expand creative possibilities and deepen understanding.

• Example: The advent of digital art tools has allowed artists to explore new forms of expression, such as virtual reality installations, which provide immersive experiences and offer viewers new ways of engaging with art, potentially leading to a deeper appreciation and understanding of artistic concepts.
• Example: In literature, tools like hypertext and interactive fiction have expanded the possibilities for storytelling, allowing authors to create non-linear narratives that engage readers in new ways, thus broadening the scope of what literature can achieve.

Counterclaim 2: New tools can sometimes overshadow traditional methods, potentially undermining the knowledge they produce.

• Example: In the visual arts, while digital tools have expanded creative possibilities, there is a concern that they might devalue traditional forms of art, such as painting and sculpture, where the tactile, manual process is integral to the creation and appreciation of the work.
• Example: In literature, the rise of digital formats and e-books has led to concerns that the tactile experience of reading a physical book, which some argue is important for deep reading and comprehension, is being lost, potentially weakening the reader’s engagement with the text.

Claim 3: Improved tools facilitate the democratization of knowledge, making it more accessible.

• Example: In the natural sciences, online databases and open-access journals have made scientific research more accessible to a global audience, allowing for greater collaboration and the sharing of knowledge across borders, which can lead to faster and more widespread advancements.
• Example: In the arts, digital platforms like YouTube and social media have made it easier for artists to share their work with a global audience, allowing for a greater diversity of voices and perspectives to be heard, which can enrich the overall body of artistic knowledge.

Counterclaim 3: The widespread availability of tools can lead to a dilution of expertise and quality.

• Example: In the natural sciences, the proliferation of accessible data and analysis tools has allowed non-experts to engage in research, but this can sometimes result in the spread of misinformation or poorly conducted studies that undermine the credibility of scientific knowledge.
• Example: In the arts, the ease with which digital tools allow anyone to create and distribute art has led to concerns about the dilution of artistic quality, where the sheer volume of content can make it difficult for genuinely innovative or high-quality work to stand out and be recognized.

Title 5: To what extent do you agree with the claim “all models are wrong but some are useful” (attributed to George Box)? Discuss with reference to mathematics and one other area of knowledge.

Claim 1: Mathematical models are simplifications of reality, making them inherently wrong but useful.

• Example: In mathematics, models like the Black-Scholes model in finance are based on assumptions (e.g., that markets are efficient and follow a normal distribution), which are not entirely accurate representations of real markets. However, the model is still widely used because it provides valuable insights into pricing options and managing financial risk.
• Example: The use of mathematical models in epidemiology, such as the SIR (Susceptible, Infected, Recovered) model, simplifies the complex dynamics of disease spread by assuming uniform mixing within populations. Despite these simplifications, the model is useful for understanding potential epidemic scenarios and informing public health decisions.

Counterclaim 1: Models that are significantly wrong can lead to incorrect conclusions and poor decisions.

• Example: In economics, the reliance on the Efficient Market Hypothesis (EMH), which assumes that markets are always rational and prices reflect all available information, has been criticized for contributing to financial crises by underestimating the impact of irrational behavior and speculative bubbles.
• Example: In climate science, early models that underestimated the complexity of climate systems, such as those that did not adequately account for feedback loops like ice-albedo effects, led to predictions that were later found to be overly optimistic, which delayed crucial mitigation efforts.

Claim 2: In the natural sciences, models provide a framework for understanding complex phenomena despite their limitations.

• Example: In physics, the Bohr model of the atom, while technically incorrect (as it doesn’t fully account for quantum mechanics), was incredibly useful in advancing the understanding of atomic structure and paved the way for more accurate quantum models.
• Example: In environmental science, models predicting ecosystem dynamics often simplify interactions between species and their environments. While these models cannot capture every detail, they are useful for conservation planning and understanding the potential impacts of environmental changes.

Counterclaim 2: Over-reliance on simplified models can hinder the development of more accurate and comprehensive theories.

• Example: In biology, early genetic models, such as Mendelian inheritance, while useful, were too simplistic to account for phenomena like epigenetics and polygenic traits. Reliance on these oversimplified models delayed the recognition of more complex genetic mechanisms.
• Example: In climate science, the initial reliance on simple linear models of climate change ignored non-linear effects, leading to underestimations of the pace and impact of global warming. This reliance slowed the adoption of more sophisticated models that better reflect the real complexities of the climate system.

Claim 3: Models are valuable heuristic tools that guide research and discovery, even if they are not entirely accurate.

• Example: In mathematics, the use of idealized models in geometry, such as Euclidean geometry, provides a foundation for understanding more complex spaces, even though the real world rarely conforms perfectly to Euclidean principles. These models are essential for teaching, learning, and advancing more abstract mathematical concepts.
• Example: In economics, models like the supply and demand curve are simplifications that assume ceteris paribus (all other things being equal). While reality is more complex, these models are useful for understanding basic economic principles and guiding policy decisions.

Counterclaim 3: The utility of a model is contingent on its accuracy and the context in which it is applied.

• Example: In applied mathematics, the use of models in engineering must be highly accurate because even small errors can lead to catastrophic failures, such as in the design of bridges or buildings. In these contexts, a model that is “wrong” cannot be considered useful if it compromises safety.
• Example: In environmental policy, models that predict the impacts of climate change must be as accurate as possible because decisions based on these models have significant consequences. If a model underestimates the risks, the policies it informs may be insufficient, leading to inadequate responses to environmental challenges.

Title 6: Does acquiring knowledge destroy our sense of wonder? Discuss with reference to two areas of knowledge.

Claim 1: Acquiring knowledge enhances our sense of wonder by revealing the complexities of the world.

• Example: In the natural sciences, understanding the vastness of the universe through astronomy, such as the discovery of exoplanets, often deepens our sense of awe and wonder at the complexity and scale of the cosmos, rather than diminishing it.
• Example: In the humanities, studying literature can enhance our appreciation of the human condition. For example, analyzing the works of Dostoevsky or Shakespeare can deepen our wonder at the complexity of human emotions, motivations, and societal interactions.

Counterclaim 1: Acquiring knowledge can diminish wonder by replacing mystery with explanation.

• Example: In the natural sciences, learning about the mechanisms of natural phenomena, such as the chemical processes behind a rainbow, might reduce the sense of mystery and wonder that comes with simply observing these phenomena without understanding them.
• Example: In literature, dissecting a poem or a piece of art in a highly analytical way can sometimes take away from the emotional and intuitive response that creates a sense of wonder. The beauty of the experience might be lost in the technical details of analysis.

Claim 2: Knowledge leads to new questions and mysteries, perpetuating a sense of wonder.

• Example: In physics, each discovery often leads to new questions. The discovery of the Higgs boson, for example, opened up further questions about the nature of mass and the universe, thus perpetuating a sense of wonder and curiosity about what lies beyond our current understanding.
• Example: In philosophy, the more we learn about ethics, consciousness, or the nature of existence, the more profound questions arise. The pursuit of knowledge in philosophy often leads to deeper and more intricate questions, which can heighten a sense of wonder about human existence.

Counterclaim 2: Over-specialization in knowledge can lead to a narrow focus, reducing the broader sense of wonder.

• Example: In the natural sciences, as researchers become more specialized in fields like molecular biology or quantum physics, they might focus so intently on specific problems that they lose sight of the broader, more awe-inspiring questions that initially drew them to the field.
• Example: In academia, scholars who focus on highly specialized topics might become so engrossed in minutiae that they lose the sense of wonder that comes from seeing the interconnectedness of different areas of knowledge.

Claim 3: Sharing and disseminating knowledge fosters collective wonder and curiosity.

• Example: In the natural sciences, popular science communication, such as documentaries or books by figures like Carl Sagan or Neil deGrasse Tyson, helps spread a sense of wonder by making complex scientific ideas accessible and inspiring curiosity in a wider audience.
• Example: In the arts, the accessibility of art through museums, galleries, and online platforms allows people to experience and share the wonder of artistic creations. Public engagement with art can renew a collective sense of wonder about creativity and human expression.

Counterclaim 3: The commodification of knowledge can diminish its wonder by making it commonplace.

• Example: In the digital age, the vast availability of information on the internet can lead to a sense of oversaturation, where the wonder associated with new knowledge is lost because it is so easily accessible and ubiquitous. The sense of discovery is diminished when everything is just a click away.
• Example: In the arts, the mass production and commercialization of art, such as through the reproduction of famous paintings on everyday items, can sometimes reduce the specialness and wonder of the original work, turning something profound into something mundane.

These TOK essay titles are more than just academic exercises—they are invitations to explore the profound questions that shape our understanding of the world. Whether you’re analyzing the ethical responsibilities of historians, the fragility of revered knowledge, or the paradoxical nature of models, each topic offers a unique opportunity to engage with the very essence of knowledge itself. So, dive in, let your curiosity guide you, and remember that in the world of TOK, the journey is just as important as the destination.

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Theory of knowledge (TOK), a unique study of epistemology in the IB Diploma Programme, opens up a wide window of reflection on the nature of the knowledge you have constructed as a knower and the process of knowing. You get to critically reflect on the reliability of information treated as knowledge through the twelve Theory of knowledge (TOK) concepts.

The three interconnected Theory of knowledge (TOK) parts core, the optional themes, and the areas of knowledge (AOKs)- are explored through the open, generic, and contestable knowledge questions, which are organized in a knowledge framework having four elements as key players in exploring, comparing, and connecting the AOKs and optional themes.

The new Theory of Knowledge (TOK) curriculum, TOK 2022 has the externally assessed task, the Theory of Knowledge (TOK) essay worth 67%, and the internally assessed new task, the Theory of knowledge (TOK) exhibition worth 33% of the grades. While the Theory of knowledge (TOK) essay connects the prescribed title to the relevant AOKs, the Theory of knowledge (TOK) exhibition explores how the Theory of knowledge (TOK) manifests in the real world through specific real-life objects of personal importance with an IA prompt within one of the Theory of knowledge (TOK) themes.

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Our platform offers an unparalleled wealth of TOK resources including curated articles, illuminating videos, and IBDP TOK experts’ insights that transform the elusive art of TOK into an attainable skill. With a focus on enriching your critical thinking and nurturing a holistic understanding of the world around you, we turn the intricate maze of TOK into a roadmap to academic success. Elevate your IB scores, enrich your academic experience, and prepare yourself for a future of endless possibilities all with TOK2022.

TOK Essay Title May 2024

Tok essay title 1.

Is subjectivity overly celebrated in the art but unfairly condemned in history? Discuss with reference to the arts and history.

TOK Essay Title 2

How can we reconcile the opposing demands for specialization and generalization in the production of knowledge? Discuss with reference to mathematics and one other area of knowledge.

TOK Essay Title 3

Nothing is more exciting than fresh ideas, so why are areas of knowledge often so slow to adopt them? Discuss with reference to the human sciences and one other area of knowledge.

TOK Essay Title 4

Do we underestimate the challenges of taking knowledge out of its original context and transferring it to a different context? Discuss with reference to two areas of knowledge.

TOK Essay Title 5

Do we need custodians of knowledge? Discuss with reference to two areas of knowledge.

TOK Essay Title 6

Are we too quick to assume that the most recent evidence is inevitably the strongest? Discuss with reference to the natural sciences and one other area of knowledge.

Knowledge Frameworks

Exploring the nature and different scopes of different themes and AOK. It also explores the nature of problems that each theme and AOK…

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Methods & Tools

What are the methods used to acquire knowledge? Is the method acceptable? To what extent are methods and tools used in the…

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12 Theory of Knowledge Essay Samples

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M23 TOK essay webinar

TOK Home > Resources & training store > TOK webinars > M23 TOK essay webinar

Our annual essay webinar discusses the challenges and opportunities of the M23 titles, key terms and concepts, and how to support students as they begin writing.

Your purchase provides you with links to the 90-minute video recording, the webinar presentation, and our responses to FAQs. Choose either the single or group educator tickets, depending on whether you will be sharing the webinar.

Purchase a recording of the webinar

The webinar offered a broad discussion on the TOK essay, and how best to support students, followed by a look at the M23 titles, their challenges and opportunities, and how to link them to relevant TOK topics, thinkers, and concepts.

Your purchase provides you with the webinar debrief, which includes a link to the 90-minute video recording, the event presentation, and our responses to over 30 questions asked by attendees of the webinar.

Choose the group ticket if you will be sharing the recording with staff and students, or the individual ticket if you’ll be using the webinar resources on your own.

About the webinar leader: Michael Dunn

Michael Dunn is the Cambridge-based founder of theoryofknowledge.net. He has worked as a teacher for nearly 25 years, and has led TOK workshops in schools all over the world. He is one of the world’s most innovative and influential TOK educators.

His PD sessions are highly interactive, clear, and jargon-free, and offer participants practical takeaways that can be used effectively in the classroom. Find out more about him on this page , and see testimonials about his support from members of the site here .

Ask a question about our webinars

We’ll be happy to answer any question you might have about our webinars.

These might include queries about the content of webinars, how we use Zoom to deliver sessions, webinar materials provided for attendees, or setting up online training for your school.

Please note that theoryofknowledge.net is a proudly independent company. Our webinars are not endorsed by the International Baccalaureate.