CORE element #1

WHAT IS IT?

KNOWLEDGE AND THE KNOWER - Core theme

The assessment is based on:

1600 Word Essay (2/3 of the grade)
- - Reflection on the nature of knowledge
  - 6 prescribed titles (questions) to choose from
  - 8 areas of knowledge
  - 5 optional themes
TOK Exhibition (1/3 of the grade)
- - It involves students choosing 3 ‘objects’ and one of the 35 IA prompts, and writing a commentary to demonstrate how TOK concepts manifest in the real world.

Use these links for more detailed info from IBO

IB Subject Brief

Assessment Rubric

1600 word essay

The core theme looks at how we process knowledge personally and the different communities of knowers to which we belong.

- - Represents two thirds of the overall TOK grade.
  - Students choose their title from a list of six prescribed titles, which change every exam session.
  - Externally assessed by an authorized IB examiner
  - Key areas that are assessed include
    - - clarity of arguments
      - level of effectiveness of examples
      - the focus on the title
  - There is a single criterion for marking, and four characteristics of an excellent essay
    - - insightful
      - convincing
      - accomplished
      - lucid

Prescribed questions

How we know about the world (2nd-order knowledge), rather than what we know about the world (1st-order knowledge)

These questions (titles) are released about 6 months prior to the deadline for completion.

Specimen essay titles from May 2022

How important are the opinions of experts in the search for knowledge? Answer with refer- ence to the arts and one other area of knowledge.
Is the division of the natural sciences and mathematics into separate areas of knowledge artificial?
When historians and natural scientists say that they have explained something, are they using the word “explain” in the same way?
Are there fewer ethical constraints on the pursuit of knowledge in the arts than in the human sciences?
How do our expectations impact our interpretations? Discuss with reference to history and one other area of knowledge.
To what extent do you agree with the claim that “knowledge is of no value unless you put it into practice” (Anton Chekhov)? Answer with reference to two areas of knowledge.

Areas of knowledge

Ways in which we catagorize ideas and concepts in order to understand and take ownership of them.

- - - mathematics
    - natural sciences
    - human sciences
    - arts
    - history
    - ethics
    - religious knowledge systems
    - indigenous knowledge systems.

optional themes

Personal and societal affiliations which shape the way we produce and acquire knowledge.

- - - knowledge and technology,
    - knowledge and language
    - knowledge and indigenous societies
    - knowledge and religion
    - knowledge and politics.

TOK Exhibition

The TOK exhibition is based on three ‘objects’ which should allow you to demonstrate how TOK manifests itself in the real world. It is strongly recommended that you have a personal link to the objects, either from your experiences inside school, or beyond it.

- - It represents one third of the overall mark for TOK
  - It is internally assesses, but the essay and exhibition files are sent off to be moderated by the IB
  - Student explores and chooses one of the 35 IA Prompt. Unlike the prescribed , these remain the same for every exam session
  - Three student chosen objects that are linked to the chosen IA Prompt are selected for the exhibition
  - The aim of the exhibition is to demonstrate the relationship between the objects and the IA prompt in a 950-word commentary
  - There is a single criterion for marking, and three characteristics of an excellent essay (convincing, precise, and lucid)
  - The context of the exhibition should be based on the core theme, or one of the optional themes
  - Ideally, your exhibition should form the basis of a public event, to showcase TOK to the rest of the learning community
  - The exhibition is done at the end of the first year of the DP

Commentary

950-word written document

an exploration of the IA prompt
explains how it connects to the three objects
demonstrates how TOK manifests itself in the real world, within the context of the core theme, or one of the optional themes.

Document that contains 950 words of commentary based on the TOK exhibition along with images of the three objects and their specific real-world context. The TOK exhibition commentary must justify each object’s inclusion in the iA prompt.

objects

3 objects connected to IA prompt

Objects can be digital, not physical – such as a photograph of an object, or a Tweet posted by a person
Objects should have a specific real-world context, and not be generic examples of something
Objects can be something you have created, but not for the exhibition
All three objects should link to your IA prompt
You may not use the same objects as other members of your class (and it would be wise to extend this to ‘other members of your year group’)
You should clearly reference the provenance of your objects when you create your exhibition file
Your teacher can give you guidance on choosing your objects: you can discuss your ideas with them, and they can provide you with written feedback on your draft commentary

35 IA prompts

TOK objects should answer 1 of the following prompts:

1. What counts as knowledge?

SPAN 2. Are some types of knowledge more useful than others?

MATH 3. What features of knowledge have an impact on its reliability?

4. On what grounds might we doubt a claim?

5. What counts as good evidence for a claim?

MATH 6. How does the way that we organize or classify knowledge affect what we know?

7. What are the implications of having, or not having, knowledge?

8. To what extent is certainty attainable?

MATH 9. Are some types of knowledge less open to interpretation than others?

10. What challenges are raised by the dissemination and/or communication of knowledge?

SPAN11. Can new knowledge change established values or beliefs?

12. Is bias inevitable in the production of knowledge?

MATH 13. How can we know that current knowledge is an improvement upon past knowledge?

14. Does some knowledge belong only to particular communities of knowers?

PSYCH 15. What constraints are there on the pursuit of knowledge?

16. Should some knowledge not be sought on ethical grounds?

17. Why do we seek knowledge?

18. Are some things unknowable?

19. What counts as a good justification for a claim?

20. What is the relationship between personal experience and knowledge?

SPAN 21. What is the relationship between knowledge and culture?

22. What role do experts play in influencing our consumption or acquisition of knowledge?

23. How important are material tools in the production or acquisition of knowledge?

SPAN 24. How might the context in which knowledge is presented influence whether it is accepted or rejected?

25. How can we distinguish between knowledge, belief and opinion?

SPAN 26. Does our knowledge depend on our interactions with other knowers?

27. Does all knowledge impose ethical obligations on those who know it?

28. To what extent is objectivity possible in the production or acquisition of knowledge?

29. Who owns knowledge?

30. What role does imagination play in producing knowledge about the world?

31. How can we judge when evidence is adequate?

MATH 32. What makes a good explanation?

33. How is current knowledge shaped by its historical development?

34. In what ways do our values affect our acquisition of knowledge?

35. In what ways do values affect the production of knowledge?

5 Big CONSIDERATIONS

“What is TOK, and why do we study it?” It looks at both the fundamentals of the course, and of knowledge itself. We consider most aspects of the course, paying particular attention to the core theme, knowledge and the knower.
“How does our knowledge about the world inform the way we construct our values?” It considers the relationship between the different AOKs and optional themes, and ethics. It looks at the arts, the natural sciences, and indigenous societies.
“How is our understanding of the world influenced by the way knowledge is communicated?” Our primary focus is on human sciences; we’ll also look at how both technology and language can shift our understanding.
“How do our perspectives and biases shape our knowledge about the world?” It looks at how we often seek to confirm our pre-existing ideas. History is the main focus, but we also think about the effect of religious and political perspectives.
“How is new knowledge about the world created?” It assesses how and why knowledge about the world changes over time. We’ll consider if language is being ‘dumbed down’, how science is provisional, and changes in the arts.
“How do we become discerning knowers?” It looks at what it takes to become a sophisticated knower about the world. Students revisit various lessons from earlier in the course, and develop a deeper understanding of their key concepts.

the nature and scope of knowledge & knowing

What is the point of knowledge?
Do all knowledge claims require demonstrable evidence to support them?
To what extent should we rely on our memory to provide us with knowledge?
What’s the difference between knowledge, belief and opinion?
How can we evaluate whether something is ‘true’?
Do feelings constitute knowledge?
How can we evaluate whether we know as much as we think we know?
Can we trust the knowledge we receive from our senses?
Why should we believe something?
What’s the difference between knowledge, belief and opinion?
How can we evaluate whether we know as much as we think we know?

the relationship between knowing and values

Why should we care about finding out about the world?
Which evidence is stronger in supporting ethical claims: rational or empirical?
Do ethical thought experiments lead to valid knowledge?
What moral responsibilities and obligations come with the acquisition of knowledge?
Do we have a responsibility to know certain things about the world?
Are all moral claims equally valid?
Do knowers have a moral duty to share what they know?
Do moral ‘facts’ exist?
How do we evaluate and assess the validity of ethical principles?
What moral responsibilities and obligations come with the acquisition of knowledge?
Do knowers have a moral duty to share what they know?

the relationship between communication and knowing

How can language be used to manipulate the way we understand ideas and concepts?
What other ways of communicating knowledge are there apart from language?
Does the limit of our language equate to the limit of what we can know?
To what extent do labels and names create ‘motivated seeing’ in knowers?
If knowledge cannot be expressed simply, is it still valid knowledge?
How does our agenda affect our ability to communicate knowledge effectively
Does the limit of our language equate to the limit of what we can know?
If knowledge cannot be expressed simply, is it still valid knowledge?

knowing, perspectives, and context

What are the most important influences on our perspective as knowers?
How are my perspectives shaped by my language, my religion, my language, my politics, and the technology I use?
Are our beliefs always the beliefs of the community we belong to?
Can our biases ever be helpful in generating a valid view of the world?
Can we overcome our biases?
What role does our identity play in how effectively we think about the world
How do our expectations and assumptions impact how we perceive things?

how we create new ideas

What role does personal experience play in the production of new knowledge?
Is new knowledge just about rethinking existing knowledge?
Where do new ideas come from?
How can we measure whether present knowledge is an improvement on past knowledge?
Can any knowledge be truly original?
To what extent do we depend on imagination to help us produce new knowledge?
What role does asking questions play in the creation of new knowledge?
To what extent do we depend on imagination to help us produce new knowledge?
How can we measure whether present knowledge is an improvement on past knowledge?

becoming a discerning knower

What personal traits do we need to become successful knowers?
What is the most convincing method of producing and evaluating knowledge?
Is knowledge produced by groups always superior to knowledge produced by individuals?
How aware do we need to be of spin and bias when it comes to knowing about the world?
Is objectiveness possible when it comes to producing knowledge?
Does being certain about the world undermine our curiosity?
Is knowledge produced by groups always superior to knowledge produced by individuals?
Is objectiveness possible when it comes to producing knowledge?

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