IB Theory of Knowledge

The aims of the TOK course are:

• to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question

• to expose students to ambiguity, uncertainty and questions with multiple plausible answers

• to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations

• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions

• to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding

• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge

• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

The Assessment Objectives of the TOK course are that students should:

• demonstrate TOK thinking through the critical examination of knowledge questions

• identify and explore links between knowledge questions and the world around us

• identify and explore links between knowledge questions and areas of knowledge

• develop relevant, clear and coherent arguments

• use examples and evidence effectively to support a discussion

• demonstrate awareness and evaluation of different points of view

• consider the implications of arguments and conclusions.

Drawn from the IB Theory of Knowledge Guide (First exams 2022)

There is a good chance that TOK will be a course unlike any other that you have taken in your school career.  The unique nature of the course springs from the particular project that it asks us to undertake.  Most courses (Sciences, Maths, Language and Literature studies, History) guide you through a structured examination of some new part of the world, and then hold you responsible (in examinations and essays) for demonstrating the knowledge and understanding that you have gained. 

TOK, on the other hand, concerns itself primarily with examining the nature, origins, scope, and limitations of the knowledge and understanding that your other courses profess to have imparted on you. TOK asks you to look critically at your own learning practices, assumptions, contexts, and biases, and pushes you to develop a clearer understanding of what you know, how you know it, and what it means to know anything at all. The curriculum of the TOK course is ─ in a very real sense ─ you. You as a learner. You as a knower. You as a group and as a member of groups that share certain understandings of the world.

In order for this endeavor to be successful, we must all work hard to create a classroom culture that promotes risk, encourages questions, and builds empathy.  I don’t pretend that my establishing a set of rules for discourse can create this culture; it will only come into being through deliberate work and continued reflection on all of our parts. That said, it may be worthwhile to begin with some guidelines for class culture:

Mutual Respect: 

Debate and discourse are keys to deeper intercultural understanding, and healthy discussion can only take place in a climate of mutual respect. You must be prepared for discussions in order to make a good-faith contribution to them. You must listen when others speak.  You may make judgements and disagree, but the goal of proving your position right and others’ wrong runs contrary to the philosophy and intended outcomes of the course. And it’s also not nice or polite. Work toward self-awareness in class discussions. Avoid negative feedback, in word or manner, to those who offer alternative views.

Disagreement: 

If your point of view differs from what is being said in class, it is your responsibility to make sure that the class hears it. Different perspectives thrive in an atmosphere of trust, and alternative points of view open the field of discussion to new possibilities.

Openness and Empathy: 

Some ideas (even some of your own) may seem wrong, silly, or misguided to you at first, but may acquire depth and validity with further exploration and examination. Remember that there is no one right answer in this class. No one will be told what or how to think. You will be required, however, to allow alternative views to be voiced and explained. Remember that those who are voicing alternative views are your classmates, neighbors, and friends, and that through a commitment to openness and empathy, you will more deeply develop your attachment to and understanding of the world around you. When you encounter a new idea, or a new way of looking at things, keep an open mind; consider it, try it, assess it.

Participation: 

Often it appears that there are two kinds of students in a classroom (a) those who do most of the talking, and (b) those who sit quietly. If you are one of the former, do not feel guilty for making a valuable contribution. However, remember that there are times when it is more appropriate to sit and listen. Respect this. Silences in a class discussion can also teach.  If you belong to the latter group, push yourself into a more participatory role. Remember that you, too, are a teacher in this class. We all will benefit from hearing your ideas, even when (especially when?) they feel half-formed or incomplete.

Synthesis: 

G. W. F. Hegel posited synthesis as the ultimate goal of all human pursuit. E. O. Wilson suggested Consilience (“The Unity of All Knowledge”) to be the natural direction of scientific progress.  While these knowledge claims will inevitably become points of discussion (and contention) in our class, it can safely be suggested that effective thinking involves attempting to bring together opposing ideas or points of view. Over the course of these two years, we will explore ideas from a variety of sources and concerning a diversity of subject matter. You will benefit immeasurably from pursuing threads, no matter how tenuous, that seem to create new and interesting links between these varied modes of thinking and methods of discovery.

Partial Truths, Unfinished Business, & the Willingness to be Wrong: 

An interesting question, in terms of the TOK, is by definition one for which there is no clear answer.  Indeed, the TOK suggests that we might be especially skeptical of answers that seem too readily at hand.  Likewise, issues surrounding the nature of knowing strike at the core of what it means to be human.  As we will see, these are questions and issues with which people have been grappling since there have been people with minds capable of doing so. It is unlikely that we will exhaust their possibilities in our two years together, let alone in any 90-minute class period. To gain the most from the course, you should work to become more comfortable with tentative answers, unfinished conversations, loose threads. After all, uncertainty is at the heart of any experience worth having.

The assessment component for this course can be broken into two main categories: 

1. those assessments prescribed by the IB that you complete as part of the requirements for your IB Diploma, and

2. those assignments and assessments that you complete for ME, from which I will derive your grade for the course as it appears on your Carrollton High School transcript.

The two categories of assignments are not mutually exclusive. Your IB Assessments are included in your course grade, and I will often award you course credit for prior steps in the IB Assessment processes. Likewise, you should consider your continued commitment to classroom work as the best possible preparation for your IB Assessments.

For a more in-depth review of these assessments, please visit the Assessment tab of this website.

The TOK course takes place over the two years of the IB Diploma Program.  The course is structured around a number of interdisciplinary themes that aim to help you see connections and contrasts between the various Areas of Knowledge.