Studying history involves exploration and inquiry into the past. This raises questions about whether it is possible to talk meaningfully about a historical fact, or how far we can speak with certainty about anything in the past. Syllabus Areas of knowledge Theory of knowledge guide 27 History provides particularly interesting material for TOK discussions because of the challenges presented by not being able to directly observe the past, and because the historian is unable to utilize some of the methods of inquiry that are used in other areas of knowledge. Studying history can also promote empathy with, and understanding of people living in diverse places and at different times. These characteristics open up many interesting issues and questions that are unique, or particularly pertinent, to history as an area of knowledge. As we cannot directly observe historical events, documentary evidence plays a vital role in helping historians to understand and interpret the past. This raises questions about the reliability of that evidence, particularly given that historical sources are often incomplete and that different sources can corroborate, complement or contradict each other. In addition to being heavily evidence-based, history is also an interpretive discipline that allows for multiple perspectives and opinions. Students could be encouraged to consider the role and importance of historians, particularly in terms of why their interpretations may differ or how we evaluate conflicting interpretations of past events. Students could also consider why some might claim that there is always a subjective element in historical writing because historians are influenced by the historical and social environment in which they are writing—which unavoidably affects their selection and interpretation of evidence. An interesting focus for discussions could be the concept of historical significance. For example, students could consider why particular aspects of history have been recorded and preserved whereas others have been lost or excluded from historical accounts. They could also consider the way that history is sometimes used to promote a particular dominant perspective or consider how specific groups, such as minorities or women, may have experienced events in the past differently. This could connect to reflection on recent controversies surrounding the historical events taught, and history textbooks used, in high school history lessons in various countries around the world. This could include how different textbooks can sometimes tell different versions of history. Examples of knowledge questions arising from this area of knowledge are suggested below.