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IB TOK Essay Rubric. Grading Criteria

As someone deeply immersed in the IB curriculum, I’ve encountered difficulty writing Theory of Knowledge (TOK) essays more times than I can count. Today, I’m here to tell you about the IB TOK essay rubric and grading criteria, offering insights I’ve gathered over the years. Trust me, understanding these elements can transform your TOK essay from good to exceptional.

What Is IB Theory of Knowledge Essay?

The International Baccalaureate TOK essay is a critical element of the IB Diploma Programme that pushes students to ponder the nature and acquisition of knowledge. This task requires students to examine and articulate their understanding of how we come to know what we claim to know, engaging them in a deep reflection on knowledge itself, its sources, and its application in various contexts.

This essay is a philosophical research that encourages critical thinking and analysis across different areas of knowledge, including ethics, science, mathematics, and the arts. At the heart of the IB TOK essay are several key components that students must know:

The essay prompts students to reflect on the nature of knowledge and how we come to know what we claim to know. It is an exercise in critical thinking and philosophy, where students examine the bases of knowledge and how it intersects with the world around them.
Students choose from a list of prescribed titles the IB organization releases annually. These titles prompt discussions on various topics in knowledge, ethics, science, mathematics, human sciences, and more.
There is a maximum TOK essay word count of 1,600 words. This strict limit requires students to articulate their thoughts clearly and concisely.
The essay is assessed using criteria that evaluate students’ ability to identify and research knowledge issues, contrast TOK key concepts , demonstrate critical thinking, and organize their ideas coherently.
Students are encouraged to start early, select a topic that interests them, and engage in extensive research and critical thinking. Collaboration with TOK teachers for guidance and feedback throughout the writing process is also crucial.
Through the TOK essay, students develop skills in critical thinking, analysis, synthesis of information from various disciplines, and the ability to argue coherently and persuasively.

The TOK essay and the TOK exhibition contribute up to three points towards the total score of the IB Diploma. The performance in TOK is combined with the Extended Essay (EE) to determine the number of additional points awarded.

IB Theory of Knowledge Essay Rubric

As an IB writer and mentor, I’ve seen these guidelines as a checklist and a map for writing insightful, coherent works in the IB Theory of Knowledge . My goal here is to explain these criteria.

IB TOK Essay Rubric and Grading criteria

Addressing the Knowledge Question (0-2 points)

A central component of the TOK essay is its focus on a knowledge question directly related to the chosen title. This question must be explicitly identified early in the essay as a foundation for your analysis and arguments. The clarity with which you state this question and the extent to which it informs the development of your essay is crucial for scoring in this category.

Grasping Knowledge Issues (0-2 points)

Your essay must profoundly comprehend the knowledge issues connected to your central knowledge question. It includes recognizing the diverse methods through which knowledge is obtained and acknowledging the potential limitations and biases influencing our perception of the world. A high score in this area reflects your ability to dig into these complexities and present them thoughtfully within your essay.

Critical Analysis and Evaluation (0-2 points)

A critical dissection and assessment of the knowledge question are imperative in your TOK essay. It involves using relevant examples and evidence to bolster your arguments alongside a meticulous examination of the various approaches to knowledge, highlighting their strengths and pitfalls. Additionally, it includes appraising the comparative worth of these different approaches and showcasing your ability to engage with the question at hand critically.

Incorporating AOKs and WOKs (0-2 points)

our essay must showcase an adept understanding of the multifaceted nature in which knowledge is acquired, highlighting the roles of empirical evidence, logical deduction, and personal experiences. Equally important is demonstrating a thorough grasp of the various Ways of Knowing (WOKs) — including reason, emotion, perception, and language — and articulating how these intersect and interact with the central knowledge question. A high score in this criterion indicates a comprehensive integration and consideration of AOKs and WOKs in your analysis.

Demonstrating Personal Engagement (0-2 points)

Your TOK essay should vividly reflect your connection and engagement with the knowledge question. It should show your awareness of how the arguments presented resonate with your experiences and perceptions and their broader implications for the world you inhabit. Achieving high marks in this area means successfully conveying how researching the knowledge question has influenced your understanding and perspective, integrating personal insight with academic analysis.

Coherence and Structure (0-2 points)

A well-written TOK essay is characterized by its organization and clarity, featuring a distinct introduction, body, and conclusion. The arrangement should be logical and enhance the essay’s central argument, ensuring a seamless flow of ideas from start to finish. High scores in this domain are awarded to essays demonstrating meticulous planning and an ability to guide the reader.

Clarity in Presentation (0-2 points)

Your TOK essay should be articulated clearly, concisely, and well-structured, paying close attention to the accuracy of grammar, spelling, and punctuation. It is also essential to adhere to the proper referencing and citation style throughout the document. Essays that score well in this category prioritize readability and scholarly integrity, making it easy for the reader to follow and appreciate the depth of the analysis. So, follow the IB TOK essay structure in detail.

Innovative Approach and Creativity (0-2 points)

Your TOK essay should exhibit originality and inventiveness in addressing the knowledge question and selecting examples and evidence to bolster your arguments. High-scoring essays in this category are characterized by their creative insights and the ability to think outside the box, demonstrating a proactive approach to elucidating the knowledge question.

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Ib tok essay grading criteria explained.

The grading criteria for the TOK essay follow a holistic approach, considering all aspects of the rubric. Essays are marked on a scale, with each level reflecting a range of performance in the criteria mentioned above. Here are some insights:

Excellent Performance . Essays in this category exhibit a deep understanding of knowledge issues, sophisticated analysis, and clear, coherent organization. They effectively incorporate multiple perspectives and are enriched with well-integrated examples.
Good Performance . These essays demonstrate a good understanding and analysis of knowledge issues, though they may lack the depth or coherence of the top-tier essays. The organization is solid, and examples are used effectively, though perhaps with less sophistication.
Satisfactory Performance . Here, essays adequately understand the knowledge issues but may struggle with in-depth analysis or coherent organization. Using examples and considering different perspectives is present but not fully developed.
Basic Performance . Essays in this range have a basic grasp of the knowledge issues but significant weaknesses in analysis, organization, and examples. They may overlook essential perspectives or implications.

From my experience, the key to excelling under these grading criteria lies in understanding what each criterion asks for and integrating these elements into a cohesive, compelling narrative. Crafting your essay with an awareness of these grading nuances can elevate your work from satisfactory to exceptional.

Passing Grade for the Theory of Knowledge Essay

The TOK essay and the TOK presentation form part of the core of the IB Diploma Programme, and students must pass both components to receive their diploma. The TOK essay and presentation are graded on a letter scale of A (excellent) to E (elementary), with D considered a passing grade. However, it’s important to remember that the final TOK grade is combined with the Extended Essay grade, which can significantly impact your overall diploma points.

You generally need to avoid receiving an E grade to pass the TOK component. The combined points for TOK and the EE can contribute up to 3 bonus points towards your diploma, depending on their combined quality. Scores are determined by a matrix that the IB updates periodically, so aiming for the highest possible grades in TOK and EE is crucial to maximizing your diploma points.

Remember, the specific criteria for passing can vary slightly with changes to the IB curriculum and assessment guides, so it’s always a good idea to consult the latest materials or speak with your TOK teacher for the most current information.

In summary, passing the TOK essay requires a comprehensive understanding of the knowledge issues, a critical and reflective approach to the essay question, and a commitment to articulate your thoughts clearly and coherently.

So, mastering the IB TOK essay rubric and grading criteria is a worthwhile path. It’s not just about securing high marks; it’s about developing a nuanced understanding of knowledge. As you prepare to tackle your TOK essay, carry with you the insights and strategies shared.

So, start early, seek feedback, and let your understanding of the rubric infuse every paragraph of your essay. With the right approach, the TOK essay expands your horizons of learning. Good luck, and remember, our experts are always by your side and can help you with the TOK essay .

Valerie Green

Valerie Green is a dedicated educator who spends her time helping high school and college students succeed. She writes articles and guides for various online education projects, providing students with the tools they need to excel in their studies. Friendly and approachable, she is committed to making a difference in the lives of students.

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Guide to the TOK Essay

What’s covered:.

What is Theory of Knowledge (TOK)?
What is the Theory of Knowledge Essay?

How is the Theory of Knowledge Essay Scored?

How to structure your theory of knowledge essay.

The International Baccalaureate Diploma Programme (IB/IBDP) is a rigorous and rewarding internationally based educational program that offers courses in numerous studies, from humanities to chemistry. Students take part in a two-year curriculum that includes external examinations, internal assessments, research papers and community service hours. Essentially, students will have to do a bit of everything, especially with IB’s core, which is CAS, TOK, and the extended essay (EE). Understanding how TOK, IB’s flagship class, is assessed with its essay is important to success in the course overall.

What is Theory Of Knowledge (TOK)?

Theory of Knowledge is IB’s way of introducing a more intuitive way of thinking into classrooms. TOK is at its surface as simple as it sounds: you essentially learn the “what” and “why” of how we learn and understand knowledge. In order to assess students of their skills in TOK, IB uses an essay and a presentation. The essay makes up 67% of your total TOK score, making it the most important task to focus on for getting a high score.

What is the Theory Of Knowledge Essay?

The TOK essay is a 1600 word essay written about topics usually given to students from their teachers from a list of numerous options. It is an essay that promotes arguments and counterarguments for the topic at hand. Understanding your ways of knowing (WOKs) and areas of knowledge (AOKs) is extremely crucial before you even start choosing a topic to write on, as your essay will revolve around and structure itself based on these two concepts. Being able to demonstrate higher-level thinking and using examples to solidify the points you make in your essay is also important. Additionally, you’ll need to reference every source of information that you use, since that is something examiners look for as well.

As said earlier, 67% of your grade is from the essay, and your overall TOK score receives a letter grade using a calculated score out of thirty. Your essay score and presentation score are each out of ten. The grades for your TOK presentation and essay are determined by sending material to the board of IB, from which they designate a grader/examiner to read your essay and grade based on a rubric that determines the level of knowledge you exhibit in your writing.

The following formula should better explain how to find your TOK grade.

(presentation score) + (essay score * 2) = overall score out of 30

The grade boundaries out of 30 that determine your letter grade can vary each year so checking in with your school for the most recent ones is the best course of action, but an example set would be like this:

Once you have a letter grade for IB, your extended essay, which is another part of the core, is also included into a larger grading schema to calculate your core score, which is three additional points required to complete and earn the diploma. The following table details this grade further:


	Excellent (A)	Good (B)	Satisfactory (C)	Mediocre (D)	Elementary (E)	Not Submitted
Excellent (A)	3	3	2	2	1 + Failing Condition	N
Good (B)	3	2	1	1	Failing Condition	N
Satisfactory (C)	2	1	1	0	Failing Condition	N
Mediocre (D)	2	1	0	0	Failing Condition	N
Elementary (E)	1 + Failing Condition	Failing Condition	Failing Condition	Failing Condition	Failing Condition	N
Not Submitted	N	N	N	N	N	N

Doing well in the core is important to passing IB and getting three points out of the total 45 attainable points.

There’s a trick that most IB students use in writing the TOK essay, and it boils down to understanding four key components of learning:

Content : Understanding knowledge issues
Clarity : Structuring your essay in a legible and clear/easy to read manner
Creativity : Using your personal ways of thinking and applications of knowledge specific to your understanding of the knowledge issue
Critical Thinking : Using a counter argument for every argument you have to analyze your own claims constantly

Dividing your actual essay into three main chunks helps, starting with an introduction. Your introduction should be where you state your knowledge question, the central point of your essay, and you should make use of jargon specific to the concept. As the basis of your essay, the introduction should be where you form claims and counterclaims that either support or challenge the knowledge question through heavy analysis and evaluation.

The body of the essay follows the introduction, and it is where most of the conceptual analysis of your knowledge question takes place. Every argument and its counterargument should have a dedicated paragraph of its own, and make sure to not jump back and forth too much throughout the essay. to avoid creating messy transitions for the reader and potentially harming your score. Understanding the essay from the reader’s point of view is important, as it will help you better understand how to structure the body of your essay.

A conclusion in the TOK essay is mainly for finding closure among the numerous arguments that have been taking place thus far in the essay. Make sure to summarize but not repeat previous information entirely to refresh the reader. A conclusion should essentially loop back to the beginning of the essay, the knowledge question. The knowledge question’s answer should be the conclusion and the stopping point of the essay, and by now the answer you provide should be backed by paragraphs of supporting claims and counterclaims. If done right, concluding the essay can be how you earn most of your points.

Start Early

Starting early is an obvious and effective advantage to students. Aside from TOK, let alone the presentation, IB has substantial work that requires focus and allocated time dedicated to it, such as external examinations and the extended essay. These tasks are equally as important as the TOK essay, so starting your outlining, drafting or even just planning early will set you up for success.

Send Your Drafts to Your Teacher

Your TOK teacher is a great resource for drafting essays and making edits to perfect your final product. Making use of time outside of the classroom to catch your teacher for a quick review of your essay could be a bigger advantage than you realize. Making use of an outside perspective is essential to forming a great essay.

While your final IB grade isn’t as important as you’d think regarding college admissions, understanding how to pass TOK and using the lifelong practices you’ll learn in the class is even more important. TOK creates students who think outside conventional methods, making them excellent candidates in the eyes of college admissions offices. Taking TOK and showing proof of understanding it as well as capability of academic rigor is what colleges are looking for. For more information on how your chances of college admissions might look, use CollegeVine’s admissions calculator !

TOK exhibition Sample 1

Alexey Popov February 21, 2021 Assessment , TOK Exhibition

In this post you will find the first one of our TOK exhibition samples: the written commentary itself as well as a video that gives a step-by-step explanation of the full creation process.

TOK exhibition Sample 1 uses the following approach:

Choose the IA prompt
Think about one aspect in relation to it
Find an object supporting it
Link the object to the prompt
Depending on how it was linked, choose where to look for the other two objects

The IA prompt that was selected is “Bias is inevitable in the production of knowledge”. The three objects are:

the Big K (the prototype kilogram)
Casio FX-83GT PLUS calculator
Brendan Cole’s article “‘Little Red Riding Hood’ Banned from School over Sexism Concerns” (2019)

Why we are doing this

ThemEd’s TOK textbook for the new syllabus

We at Themantic Education think that the best way to support students in making their TOK exhibition is to demonstrate some specific examples – not only the final product, but the full thinking process that went into it. This way students will understand not only where they need to go, but also how to get there.

For this reason we have created several sample TOK exhibitions each using a slightly diff erent approach to selecting the objects.

Each of our sample exhibitions includes the fully written TOK exhibition commentary and a YouTube video that gives a step-by-step explanation of how the exhibition was created. Together they will help your students understand the process thor oughly.

Don’t forget to check out our other TOK exhibition samples! See Thematic Education’s IB TOK playlist on YouTube

(And buy our textbook , it’s awesome and different from all other textbooks)

EXPLAINER VIDEO: The process of creation

WRITTEN COMMENTARY: Is bias inevitable in the production of knowledge?

I will define bias as a systematic deviation. “Systematic” is what makes bias different from an error or a mistake. If we measure something 100 times, we will get slightly different readings each time – this is random error. However, if all our measurements are systematically slanted in one direction – this is bias.

If we want to show that bias is inevitable in the production of knowledge, we should find examples of knowledge that, by common sense, is most definitely not biased . Then we should try to find elements of bias in this believed-to-be-unbiased knowledge. If we do succeed in finding such elements, we must agree that bias is inevitable.

This is the Big K, the prototype kilogram. It is a block of platinum-iridium alloy that has been housed at the International Bureau of Weights and Measures in France since 1889. Back then scientists agreed to define a kilogram as the mass equivalent to the mass of this object. All 1 kg weights existing in the world today are copies of copies of copies of copies of this boulder. Scientists have taken great efforts to ensure that the mass of this prototype kilogram does not change. However, despite all precautions, it changed. Since 1889 it has become approximately 50 micrograms lighter – that is the weight of an eyelash (Resnick, 2019).

This object links to the idea of bias because, since the prototype has become lighter, we are systematically overestimating how much a kilogram is. It is a case of systematic deviation (which, by my definition, is bias). The object also illustrates the idea of inevitability of bias: the Big K has lost some mass due to natural fluctuations of matter, physical laws that are beyond human control.

This object was included in the exhibition because it demonstrates the idea that even the most precise scientific measurements are done against a standard, but standards themselves may change, and when they do, our new measurements become biased. I tried to find an example of something that is believed to be unbiased, and then I found an element of bias in it.

What are some other examples of knowledge that are typically believed to be free of bias? Mathematical knowledge has this kind of aura around it, especially when it is aided by technology. When we use a calculator, there is no reason to believe that the result of our calculation is biased. So it may seem.

This object links to the concept of bias because it is a case of systematic deviation from the truth. It is only this particular model, and this particular problem, that produces a biased result. This object also exemplifies the idea of inevitability of bias. The reason for this error is that pi is infinite, but the calculator’s memory is not. Therefore there is some truncation involved at some point somewhere. It is inevitable because technology cannot have infinite power.

This object has been included in the exhibition because it shows that even in something as certain as mathematics there could be systematic mistakes (biases). Unless we create technology that is infinitely powerful, we cannot recreate the infinite accuracy that is intrinsic in mathematics. Once again, I found something that is widely believed to be unbiased, and then I found an element of bias in it.

For my third object I am using Brendan Cole’s online article “‘Little Red Riding Hood’ Banned from School over Sexism Concerns” (2019) – this is a screenshot of the article.

The context behind this is that creating this exhibition has made me think about my own biases. I might have absorbed some cultural biases at an early age.

As described in the article, a school in Spain has withdrawn from its library 200 classic children’s books including Sleeping Beauty and Little Red Riding Hood, after analyzing them and concluding that they were “toxic” in how they depicted sexist stereotypes. For example, in Sleeping Beauty the man who kisses a sleeping woman without her consent is presented as a hero. No wonder some parents have made the choice to not expose their children to tales like that (Cole, 2019).

This object exemplifies the idea of bias because it shows how gender bias manifests in units of culture. It also conveys the idea of inevitability because we absorb these units of culture at a very young age when our critical thinking abilities are limited, so the biases may gradually become part of our personality on a deep level without us being aware of it.

This object has been included in the exhibition because it highlights another reason why bias is inevitable. While my first object (the Big K) shows that bias may be created by fluctuations of physical matter that are beyond our control and my second object shows that bias may be a result of ever imperfect technology, the third object highlights the idea that bias may be a result of cultural transmission at a young age. All three factors are very difficult or even impossible to avoid, which does indeed make bias inevitable.

Word count: 936 words

References:

Cole, B. (2019, November 4). ‘Little Red Riding Hood’ Banned From School Over Sexism Concerns. Newsweek . Retrieved from: https://www.newsweek.com/little-red-riding-hood-banned-school-over-sexism-concerns-1393134

Parker, M. [Stand-Up Maths]. (2020, July 17). Why do calculators get this wrong? (We don’t know!) [Video]. YouTube. https://www.youtube.com/watch?v=7LKy3lrkTRA

Resnick, B. (2019, May 20). The new kilogram just debuted. It’s a massive achievement. Vox . Retrieved from: https://www.vox.com/science-and-health/2019/5/17/18627757/kilogram-redefined-world-metrology-day-explained

Alexey Popov is a teacher of IB Psychology and Theory of Knowledge. He is an IB author, examiner and workshop leader. He also authored Oxford IB Psychology books. He currently lives in Hong Kong.

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IB TOK examples

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Not sure what to search for? You can always look through our example Theory of Knowledge coursework below for inspiration.

All TOK Examples

Filter exemplars, what role does imagination play in producing knowledge about the world, what is the relationship between personal experience and knowledge, want to get full marks for your tok allow us to review it for you 🎯, on what grounds might we doubt a claim, how can we distinguish between knowledge, belief and opinion, is replicability necessary in the production of knowledge discuss with reference to two areas of knowledge., fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, are visual representations always helpful in the communication of knowledge discuss with reference to the human sciences and mathematics., 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., should some knowledge not be sought on ethical grounds, how can we know that current knowledge is an improvement upon past knowledge, 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., is bias inevitable in the production of knowledge, does some knowledge belong only to particular communities of knowers, what is the relationship between personal experience and knowledge, how important are material tools in the production or acquisition of knowledge, what challenges are raised by the dissemination and/or communication of knowledge, who owns knowledge, to what extent is the knowledge we produce determined by the methodologies we use discuss with reference to history and one area of knowledge., what is the relationship between knowledge and culture, what constraints are there on the pursuit of knowledge, what counts as a good justification for a claim, prompt: to what extent is certainty attainable , how is current knowledge shaped by its historical development, can new knowledge change established values or beliefs, does our knowledge depend on our interactions with other knowers, does all knowledge impose ethical obligations of the knower, what counts as good evidence for a claim, what is the relationship between knowledge and culture, “what role does imagination play in producing knowledge about the world“, tok essay: 5. “how can we distinguish between good and bad interpretations discuss with reference to the arts and one other area of knowledge”, how might the context in which knowledge is presented influence whether it is accepted or rejected, what challenges are raised by the dissemination and/or communication of knowledge, what role do experts play in influencing our consumption or acquisition of knowledge, 8. to what extent is certainty attainable.

EXPLAINED: May 2024 TOK Essay Prescribed Titles

What happened to this post? HackIB has been acquired by MyIBTutor . All content is now available on the MyIBTutor Blog with more exciting IB content to come! Click here to see it for yourself!

Looking for November 2024 Session TOK Essay titles? Click here.

TOK Essay Titles – May 2024 Examination Session

The titles for May 2024 are released! Here they are below:

Make sure to bookmark this page as I explain and provide examples for each of these titles in depth! UPDATE: Title 1, 2, 5 and 6 are now available. Stay tuned for more! For general guidance on how to write a good TOK essay, check out my TOK Essay advice collection .

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

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.

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.

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.

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

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.

This title attempts to challenge students on the main school of thought that you learn over the TOK course. The gist of your TOK teaching on both of these AOKs probably boiled down to something like: everything is art and it’s just whatever the artist wants to create, while history is always biased because the winners always write all of history. However, this eliminates much of the nuance in each of these AOKs that are worth exploring. That’s what makes this prompt interesting.

Is subjectivity overly celebrated in the arts? I will be honest, I never thought we really ‘celebrated’ subjectivity. It just, was. Inherently, art is a subjective exercise – you can think about this point a little further. You will find some heated discussion on whether art is subjective or could it be objective on the internet and I won’t delve into that here, because it isn’t the point of this title. The key here is to focus on the EXTENT of subjectivity and is it to the detriment of the area of knowledge itself. Then, we have to consider, whose subjectivity are we talking about: is it the artist’s subjectivity, or the audience’s subjectivity. For example, the Mona Lisa wasn’t that well known when it was first painted. I’m sure the Da Vinci thought it was quite a nice piece, but it seems like we didn’t really celebrate his subjectivity. It wasn’t until a certain audience found it subjectively good, that we accepted it as one of the greatest pieces of art in the world! That is an example of how subjectivity is relevant in the dissemination of artistic knowledge. For a more modern example, what about your favourite YouTuber? Do they truly make what they want? NO! They are often beholden to sponsors, and you – the audience! What you want to see, is what they will make! So it is YOUR subjectivity that drives their decision to produce art, not necessarily purely their subjectivity. Subjectivity by definition is just a person’s opinions, emotions, thoughts. This connects well with the TOK concept of values. What VALUES and WHOSE values are determining what art is created (in a variety of contexts), how art is perceived, and how art changes in its reception over time? These are all good questions to ponder. For more unconventional examples about art, think about how museums choose what art to display, what constitutes good art for prizes like the Nobel Prize for Literature, or why some art is considered more expensive than others? Are there systematic ways to think about our subjectivity and how we apply it to art? Is it really overly celebrating subjectivity or simply a necessity to make sense of the abundance of artistic knowledge in a sea of information today?

History gets a bad rep in the TOK classroom. Students like to trash on History calling it biased and unreliable. In this prompt, I don’t want you to refute these claims, but just think about how they aren’t necessarily catastrophic as we might think. We aren’t denying that biases in history could be problematic. I would be suspicious too, if the only accounts of the Rohingya Genocide came from the Myanmar military. However, the word condemned in the title suggests that we might be too harsh on historians when they get things wrong. We should focus on how the historical method recovers itself from failures in biases from its sources. Yes, it might be biased, but is it better than no history? Furthermore, does subjectivity actually ADD value to the way we produce, and interpret historical knowledge? While I’m sure a completely objective, news story like report of what happened in 1886 would be a historian’s dream, that isn’t the case! No matter how objective we try to be, we colour the events we experience by our own opinions, feelings and emotions. But isn’t that history in itself? In an almost cliched way, history’s subjectivity tells us more about what happened in the past and their beliefs and values more than words could ever say.

In both the historical and artistic discussions, you should focus more on the methodologies of these AOKs and how they achieve their AOK’s purpose. Subjectivity manifests in different ways in these AOKs and their methodology reflects that. In the overt awareness of subjectivity in the Arts, its method to produce knowledge is characteristically defined by subjectivity. In History, the method is to identify the covert influences of subjectivity, then to produce the most truthful knowledge possible. You can see that the goals of these two are different, and hence they deal with subjectivity differently. Don’t fall in the trap of focusing your discussion too much on your examples, but generalise to the patterns of how subjectivity manifest in your AOKs and whether their treatment of it is problematic.

It is crucial, when writing the essay for this prompt, to clearly define in your introduction what specialisation and generalisation means. DO NOT use the dictionary definitions here – since this is a TOK Essay, you want to make a TOK version of specialisation and generalisation, in terms of how these two things differ in the production of knowledge. Clearly defining the two in this way will form a solid foundation for you to have a nuanced discussion on this process of reconciliation between the two. The prompt hints at the competing demands on knowledge of specialisation and generalisation – i.e. you might not be able to produce knowledge in the same way if you were aiming for specialisation versus generalisation. So, this provides a point of contrast for you to choose examples and frame your discussion. Remember, the idea of competing demands is an ASSUMPTION, not an argument posed by the question. You should focus on how your chosen examples demonstrate a way to balance the interests of both and reach a ‘middle-ground’ rather than arguing that specialisation or generalisation are compatible with each other. TLDR: Don’t challenge the assumption.

For the first AOK of Mathematics, you should have encountered many personal examples just from your study of IB Maths. Most of your learning has been on generalisation, and the application of such generalisations. For instance, you learn about Calculus, a general topic within Mathematics, and then apply it in various contexts. Mathematicians love generalisations – that Calculus you learned? Well, the definition of a derivative generalised for all functions could be summarised by the first principles of derivatives function that HL AA students learn. You would have less interaction with specialisation of Mathematical knowledge. In a broader sense, the specific components of mathematics, cannot be separated from the general. You can’t solve calculus problems without the fundamental theorem of calculus. However, you could argue that the fundamental theorem of calculus didn’t need calculus problems to exist. Thus, an interesting dilemma arises in Mathematics – the generalisation could be produced, without a particular need for specialisation, but specialisation often calls for generalisation to first exist.

Looking at the latest mathematics research, you will find that applied mathematics is most common. Rarely do you see people get excited by new discoveries of solutions to elliptical curves, but more do when you tell them a new mathematical model to improve our prediction of the weather. We may place greater value on specialisation of knowledge, because we could see its usefulness more immediately, but, the Area of Knowledge does not require such specialisation to produce knowledge. So, do we encourage people to produce knowledge with the goal of specialisation in mind, or do we tell them to produce whatever theoretical generalised mathematical knowledge they can? Look to how mathematics is applied to Quantitative Finance, Econometrics, and Actuarial Science. They specialise mathematical knowledge and provide for some of the most lucrative careers. Does that speak to our preference and demand for specialised knowledge? But then again, what of the interdependence between generalisation and specialisation? How do we balance the two and how does the methodologies of the AOK contribute to this balancing act?

For the second, complimentary AOK, you could have discussions with all of the AOKs. For the Sciences, you could present a similar argument about needing to have some general theories before you could specialise. The scientific method is essentially one big generalisation process – you take specific observations and you make inferences so that you can generalise about some natural process. However, the knowledge that produces need not be general, it can still be specific. If we take specialisation as the goal, then we could pose narrow hypotheses to test. If we take generalisation as the goal, then we might need multiple of these narrow hypotheses to form a full picture, testing each individual case. Thus, specialisation could lead to specialisation alone, but more often, generalisation is the result of many specialisations.

One last question you might want to consider and attempt to answer in your essay is, do you want to know something about everything or everything about something? The answer to that will depend on your AOK. While we want to know about everything on everything, that is simply not reality. So, what trade offs do we make in each AOK, and how does each AOK decide on what we need to know more on?

You might be able to appreciate how long it takes ideas to actually be implemented in reality by looking at the recent Nobel Prize winners for Economic Sciences. The winner of the 2017 prize was Richard H. Thaler, for his contributions to behavioural economics. He explored the impacts of limited rationality, social preferences and the lack of individual self-control on economic decision making on an individual and market level. He started these findings from the 1980s, but it is only recently, in the 2022 revision of the IB syllabus that Economics students learn about the field of Behavioural economics in any detail! So why is it so?

To some extent, it is hard to criticise things for moving slowly. After all, new discoveries like behavioural economics represents a fundamental paradigm shift towards the way research is conducted in the particular AOK. Often times, fresh ideas are left to “ferment” so that their truthfulness can be tested with time. Nothing is more embarrassing than going down a rabbit hole only to find that your assumptions turned out to be monumentally incorrect. Even if we are making a big shift in light of new ideas towards the way we produce knowledge, doing so takes time! For many years and still now, we rely on strong assumptions of rationality to make economic models function. While the psychology of such behaviours are well researched, applying them to an Economic setting may not be. That is to say, it is important to consider how these new ideas arise, and what effect it has on existing knowledge, and the way we produce future knowledge. New ideas is simply new knowledge, but with the added implication that it has some effect on the existing knowledge within an AOK. It could potentially change how we view current knowledge, or how we conduct research given a particular discovery.

In the AOK of the human sciences, which broadly follows the scientific method, you could drawn some inspiration from the philosopher Thomas Kuhn’s view of scientific progress. He argues that within a period of “normal science” where we make incremental progress under the assumption of an overarching model, but there comes a point where we notice accumulation of imperfections with such a model that leads to new paradigms – new ideas, that fundamentally change how we do science. Then we undergo a sort of scientific revolution, where there are debates and decisions made over what sort of model we need to follow, until everyone eventually accepts the new paradigm and returns to a normal science period so that continual small improvements are made to knowledge, until another paradigm shift happens again. While you are not expected to demonstrate such strong philosophy knowledge within the TOK Essay, it is helpful to consider how each AOK handles such ‘revolutions’. For instance, it is harder to irrefutably find falsities in human sciences given the difficulty in replicability and corroborative studies compared to natural sciences.

As for complimentary AOKs, any would suit here, as each AOK has a very different way to handle new ideas. Many factors influence the way new ideas is accepted. For this title, we need to take the assumption that their acceptance is slow, not argue with it. Instead, you should consider what factors influence this slowness, and how different AOKs have different factors in mind when deciding how to accept new ideas. This relates to the nature of the AOK (what is its purpose) and the methodology guiding knowledge production in them.

Have you ever said something that sounds very weird out of context? That might have just been something silly with no real consequences, but in the realm of knowledge, we need to be careful about the consequences of knowledge taken out of their original context. This article highlights how the context of medical treatment matters a lot! As you can imagine, something that works in one field, doesn’t always apply in a straightforward manner to another. This is why there are whole research teams dedicated to what we call “translational research”. That is, trying to “translate” what you get from something like a lab setting, into actual products, like life-saving medications.

The obvious links to AOKs here are the Natural and Human Sciences. For Natural Sciences, we often start off knowledge production in a lab setting, or in a controlled environment. However, the application of such knowledge is rarely as controlled! So an interesting point to consider is how natural scientists have to account for the fact that their findings won’t ever be used in as perfect a setting as their research. Sure, you might have developed bullet proof wood , but how is that going to work in practically when it comes to mass manufacturing it for the army or the police? This is one of the biggest challenges that natural scientists face. It’s not that we aren’t trying to produce exciting knowledge, but that the application of such knowledge in a practical and appreciable context is often very difficult. Something like the mRNA technology (which recently was awarded a Nobel) took a long time to be developed into actual vaccines. The question then is, do we underestimate this process? Often it depends on the goal of the scientist. If the knowledge producer set out with an idea to commercialise in mind, then they would often consider the practical implications of findings. However, people studying theoretical physics for example, would struggle to immediately find very accessible real life implications. That doesn’t mean the knowledge is worthless, but certainly, the challenges are there.

What about non-scientific disciplines? Recently, I went to an art exhibition that trend Van Gough’s paintings into a 3D digital display. There was a Banksy exhibition that took the original murals he painted on the street, into this museum environment. Does changing the context of how art work is shown, and the manipulation of artistic knowledge change its meaning? What is the goal of transforming art into a different context? There are many reasons. Sometimes, it is to create satire (have a look at the parodies of the Mona Lisa), bringing old art onto a new audience (like VR exhibitions of Da Vinci), or simply making it more accessible to people (by making art works digitally available). The producers of these adapted forms of knowledge take great care in considering how this impacts the meaning of the art in its changed form. When artwork is so subjective, the context of art is often required to understand the artist’s meaning and intention, to ‘interpret’ works accordingly. At the same time, as we know art is quite subjective, is a ‘correct interpretation’ always required? If we are to remain artistic purists, then many of the joys of art could be lost! Imagine if you were admonished for listening to Taylor Swift through Spotify on your AirPods because it isn’t the original uncompressed music file with all the details, and you aren’t listening to it on the exact set of thousand dollar speakers it was created with? It would be ludicrous to assume that artistic knowledge is always going to be disseminated in the same context. Thus, this must be a consideration of artists. Is this consideration more or less difficult for different types of art? How is this consideration different to science considering there is no ‘right’ answer to interpreting art?

When thinking about this title, we aren’t arguing whether it is difficult. I think we all agree it is. However, it is about whether we underestimate just how difficult it is! Center your focus on how each AOK’s methodology highlights the consideration of being able to change contexts, and whether that affects the interpretation of the knowledge in question.

The term ‘custodians of knowledge’ is not something TOK students have likely heard of before, but this concept is relatively simple to understand. If you think positively about it, it could be protectors of knowledge, people who preserve knowledge, keeping it for generations to come – for example, some people might consider the Indigenous Peoples’ in Australia to be custodians of their unique cultural knowledge and what they call dreamtime stories. In this way, they keep culture alive, even if most people nowadays speak English and don’t readily tell their history. However, thought about negatively, it could also mean “gatekeepers’ (pardon the Gen Z language) of knowledge. The idealogical “protection” of knowledge could also be seen as a way to prevent some forms of knowledge from becoming knowledge in the first place. Talk to any university academic, and they will tell you how many times their research papers have been rejected. That’s why there is a bias towards statistically significant results, while research that showed that nothing significant has happened doesn’t often get published. Thus, these two contrasts provide for interesting discussion, particularly when considering how each AOK has different forms of custodians of knowledge and how they “gatekeep” or “protect” knowledge in different ways.

Take the AOK of the arts as an example. The career of artists are laughed upon because it is so hard to “break in” to the fine world of art. Many artists aren’t acclaimed until they are long dead. Perhaps most famously, the Mona Lisa wasn’t very well known until several hundred years after it was made. Thus, artists are often at the mercy of custodians of artistic knowledge like art curators and critics, who decide what merits acknowledgement as knowledge. After all, knowledge is only knowledge when there is consensus it is. And if the big wigs in the art industry doesn’t think it’s worth a mention, your art, however brilliant it seems to you, would not reach the consensus required to be considered knowledge. Of course, there are debates on the necessity of custodians in such a subjective AOK. After all, there were many times I questioned how some “artworks” even made it into the modern art museum when it’s literally splashes of paint on a canvas. I digress. However, there is something to be said about maintaining some form of standard to art. We judge whether some art is good or bad, but not in a very rigorous way. Custodians of knowledge supposedly have a framework to make such judgement in a way which preserves the nature of the AOK, and the knowledge within it. Therefore, discussion about the necessity of the custodians should focus on how they contribute to the purpose of the AOK, and whether it is compatible with the nature and methodologies of the AOK.

To further illustrate what I mean, you could see that Natural Sciences might present a stronger argument to the necessity of such custodians. We implicitly “trust” science, for better or for worse, because we know that there is a level of credibility imbued by the scientific method. It is the custodians’ role to maintain the standard of adherence to the scientific method that keeps this credibility alive. This is why, when flat earthers argue that they can’t see the curvature of the earth from the horizon, that it doesn’t get published in a scientific journal as fact! This is why, when research emerges that denies the existence of climate change, custodians have a responsibility to retract such research . However, at the same time, it also places much pressure on producers of such knowledge to create something worthy in the eyes of custodians. You might have heard of the data manipulation scandal that forced Stanford’s president to resign. Thus, custodians do appear quite important in this AOK, when we value the truthfulness of knowledge so much, but that isn’t without its consequences.

I recommend picking two contrasting AOKs that value much different things when writing the essay. While comparison is not a requirement for the essay, it gives you a more nuanced understanding of the question and thus a more reflective piece. For instance, we have just demonstrated that art is relatively subjective, while the sciences are less so. Thus, this influences the role which custodians need to play in each AOK.

The framework to answering this title for many students will follow a similar structure: an example of when novel evidence was accepted and had groundbreaking impacts, and another example where such evidence was problematic and disputed. Repeat this for the second AOK you choose and you’ll have 4 contrasting examples. This is not the only way to approach this title, but is my personal preference considering the structure I suggest to most students that ensures firstly, you will pass the basic criteria of a TOK Essay, and secondly, you will have a strong foundation to succeed. However, since everyone will have a similar style and collection of examples, it is even more important for this title, that you tease out the meaning and the effect on each area of knowledge, and knowledge in general, that your examples represent.

To demonstrate what I mean, let’s focus on two natural sciences examples. First, consider the case of “Cold Fusion”, a theory that you could supposedly have nuclear fusion at room temperature, discovered and subsequently debunked in 1989. A contrasting example, could be recent Nobel Prize winner of Medicine and Physiology, for the research on mRNA vaccines. Immediately, it is obvious that one shows where recent evidence isn’t the strongest, while the latter shows that it could be. But the focus should be on are we TOO QUICK in assuming so, not whether we should or not. Well, what are the reactions and timelines for each example? While Cold Fusion was met with excitement from the general public for the potential it holds for energy production, I wouldn’t say we ‘assumed’ it to be strong. Looking at the news reports from that time, you can see that there was great anticipation about the discovery, leading to lots of sudden funding and interest to investigate it and replicate it. As for mRNA, that discovery took a long time! First the technology, and the getting it to not appear foreign to the human body was very tricky. Even after it was discovered, we waited quite a while, with many people’s first experience with mRNA to be their COVID 19 vaccine. What you need to draw from these two examples is the methodological similarities and differences which reflect the NATURE of Science, and thus, the purpose of science. You see in both how there is an emphasis on replication which corroborates or falsifies, and only after doing so for a long time do we accept it to be true, otherwise it is debunked. So yes, there are moments where Natural Sciences provides strong compelling evidence that ends up false, there are many hurdles with in the methodology of the Natural Science that prevents us from being TOO QUICK to assume it to be true.

For this prompt, it is too easy to fall into the debate of why something was true or why something was false and tricked the population. This is not the point of the essay. You should avoid talking about the specifics of your examples at length. You need to demonstrate how your examples reflect the wider methodologies of the Natural Sciences (and similarly, for your second AOK) that either encourages or discourages our assumptions that novel evidence is always best. As you can see from my examples above, I focused on how such assumption does not happen too quickly because there are many ways we verify scientific knowledge to be true. I don’t discuss the specifics of the actual science behind Cold Fusion or mRNA as that isn’t required. You are better off focusing on the methodologies behind the AOKs themselves and answering the question.

Some interesting complements to the Natural Science AOK could be History (particularly focusing on revisionism and how historical events could be interpreted differently over time), Mathematics (how could the methodologies differ and are there ‘mistakes’ in Maths), or even Human Sciences (replication is a bit more difficult with that!).

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IB Theory of Knowledge: Sample TOK Essay + Tips

May 8, 2021
3 minutes read
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TOK Sample: Learn how to effectively write an english essay for your IB exam. IB Writing tips to help improve your score.

Many IB students have a tendency to panic when it comes to writing an essay for English paper two. However, with good preparation, a few memorized quotes, and a solid knowledge of the themes of your novels, it is very much possible to score a 7 on the English Paper 2 examination.

The IB ToK is part of the International Baccalaureate Diploma Programme core and it is compulsory for all IBDP students to take this. It asks for students to reflect on the nature of knowledge and how we know what we claim to know.

We would first like to give you a basic outline on how to structure an essay and also organize all-inclusive quotes effectively for the books that are being read by you. Tutopiya also has a step-by-step guide for students to help guide them for their TOK Sample Essay.

Read also: How To Write a ToK Essay IBDP – Step-By-Step Guide

Tips to Structure Your Essay

1 – Motivator (Address the question or statement)

2 – Background Summary (brief background to the texts and authors)

3 – Thesis

4 – Focus (how will you prove your thesis? This is where you state your arguments)

To bring you a better understanding of how to write an essay up to the IB standards, we have noted a TOK Sample below for you to download.

TOK Sample Essay

In the sample TOK, we will be exploring this question:

“There are only two ways in which humankind can produce knowledge: through passive observation or through active experiment.” To what extent do you agree with this statement?

What is knowledge? Oxford Dictionary states that ‘Knowledge is facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject’ (Oxforddictionaries.com, 2014).

From this definition we can clearly relate that knowledge is produced through active experimentation as well as passive observation both of which humankind can for example ‘acquire through experience’ and hence we can refer to both these terms for producing knowledge.

Furthermore, passive learning is when the learner is inert to the knowledge surrounding them and has no power nor control over the knowledge that revolves around them which has already been produced, whilst active learning is when the learner questions the world surrounding them, to seek the knowledge needed or required.

Open the PDF version of our sample here (you can also download it!):

Ashan Herath

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TOK ESSAY TITLE MAY 2023

Tok essay title 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..

Title 6 of the May 2023 TOK essay prompt draws attention to the methods and tools used in the TOK knowledge framework.

The essay explores the extent to which the observations collected and evaluated through the use of methodologies impact the nature of newly produced knowledge. The focus lies on examining the influence of different methodologies on the contestability and accuracy of the knowledge produced.

In the field of history, primary sources may provide evidence for interpreting the past, raising questions about the reliability and biases associated with different historical methodologies.

Similarly, in the natural sciences, it is intriguing to investigate the nature of knowledge produced through empirical approaches, considering the role of experimentation, data collection, and analysis.

To excel in the May 2023 TOK essay and achieve a perfect score, it is advisable to start early and seek guidance from TOK experts throughout the essay writing process.

IB Theory of Knowledge

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Our course is not just another collection of video lectures, it's a strategic arsenal designed to empower you, address your deepest concerns, and pave the way to your IB success.

We have collaborated with one of the most esteemed figures in the world of ToK - Bahador Shirazian, an official IB Examiner with over 15 years of dedicated ToK teaching under his belt.

With a track record of ensuring 100% of his students score a full 2/2 in IB ToK, you're not just learning from an educator but from a maestro who has consistently demonstrated unparalleled results.

In addition to the core ToK content, we have added dedicated sections in the video course to assist you with the intricacies of ToK:

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Home › Study Tips › What is Theory of Knowledge? A Complete Guide

What is Theory of Knowledge? A Complete Guide

Published August 6, 2024

Theory of Knowledge (TOK) is an essential part of the International Baccalaureate (IB) Diploma Programme. It gives students a profound opportunity to think about the knowledge they possess and the ways in which we come to understand our world.

TOK is a mandatory segment within the DP core, so if you’re doing the IB, you’ll need to know about Theory of Knowledge. However, it’s best to think of it not just as an academic exercise, but also a journey that challenges students to reflect on the very nature of knowledge.

At the heart of TOK lies a philosophical inquiry into the conditions, principles, and nature of authentic knowledge. Learners are prompted to delve into the fundamental questions surrounding the reliability of knowledge, which means they gain key critical thinking skills along the way.

Here’s everything you need to know about Theory of Knowledge.

History and Development of Theory of Knowledge

In the 20th Century, the IB sought to establish a comprehensive educational model. It launched the TOK course as a part of this initiative, showing that the IB was all about nurturing intellectual curiosity.

Initially, the TOK was a bridge between several academic disciplines. It was a way to go beyond understanding individual subjects and start to form connections between them, cultivating well-rounded learners with a holistic perspective. To do this, TOK encouraged students to question and explore diverse perspectives on knowledge.

The early days of TOK emphasised philosophical exploration, delving into the nature of knowledge. Here, students could share their views on a range of knowledge-related topics. Teachers had flexibility in choosing their methodology and materials, emphasising a balanced approach to knowledge that triumphs over ‘right’ and ‘wrong’ ideas.

Over time, the course evolved within the IB curriculum. Now, the scope has expanded to include a more diverse range of knowledge areas, including the sciences, humanities, and arts. The evolution highlights the changing educational landscape, but it also shows how different forms of knowledge can be interconnected.

Initially, students had to complete an essay and a presentation. Starting in 2022, the presentation was replaced with an exhibition instead.

Teaching methodologies have also evolved. Educators now focus on facilitating conversations rather than teaching, guiding students through complex and abstract subjects. The shift aligns with a broader vision of education, centred on cultivating critical thinking and inquiry rather than just the transmission of information.

Now, the IB continues to adapt to the evolving needs of education, still shaping the way IB students understand their world.

Theory of Knowledge Benefits

Taking the TOK assessment provides a range of benefits for students. Here are ten of the main benefits.

Develops self-aware thinkers: The primary goal of TOK is to cultivate self-awareness among students, fostering an understanding of the interpretive nature of knowledge and the presence of ideological biases.
Encourages responsible action: TOK aims to instil a sense of responsibility in students, acknowledging the challenges of an interconnected yet uncertain world.
Critical reflection: TOK offers students and educators a platform to critically reflect on diverse ways of knowing and various areas of knowledge. It prompts an examination of the nature of knowledge within one’s own culture, other cultures, and the broader global context.
Connects subject areas: TOK provides a way for students to transcend academic subject areas and link their knowledge together. It demonstrates how knowledge can be applied with greater awareness.
Motivates exploration: By prompting students to understand themselves as thinkers, TOK motivates intellectual exploration. This self-awareness allows students to navigate the complex nature of knowledge.
Contribution to contemporary epistemology: In the pursuit of knowledge, TOK acknowledges the contributions of modern philosophers in an uncertain world. Students come to understand the changing world, and may develop a desire to contribute to it.
Exploration of different ways of knowing: Students can explore different ways of knowing and consider knowledge questions carefully. TOK encourages critical reflection on approaches and methods of gaining knowledge.
Develops IB Learner Profile attributes: Students can further their progress in the IB while developing Learner Profile attributes like open-mindedness, critical thinking, and inquiry around beliefs and opinions.
Reflecting on life with awareness: Through TOK, students learn to reflect on life situations with awareness, recognising when assumptions and biases influences their understanding of what they think they know.
Develops academic skills: TOK involves the development of academic skills through formal essay writing, presenting, and more.

In essence, the holistic approach enriches the student’s academic experience and equips them with useful skills for later studies and the world of work.

Key Concepts and Terminology

Getting to grips with TOK requires understanding the terminology. Before you dive in, you’ll need to understand the following:

Knowledge claims: Statements asserting the existence or truth of certain information. TOK challenges students to question the sources and validation of these claims.
Perception: Gaining knowledge through sensory experiences.
Emotion: Acknowledging the role of feelings and sentiments in shaping understanding.
Reason: Employing logical thinking and rational analysis.
Language: Communicating and interpreting knowledge through linguistic expressions.
Areas of knowledge: Diverse fields of study such as sciences, humanities, and arts. TOK encourages interdisciplinary exploration, recognising the interconnectedness of knowledge.
Epistemic justification: The understanding of how beliefs are justified, ranging from intuitive knowledge to justified belief based on logic or empirical evidence. TOK prompts reflection on the quality of these justifications instead of a binary notion of right or wrong.

Teaching or studying TOK requires an understanding of all of these concepts. Historically, they stem from philosophers such as Plato, who defined the stages of knowledge development, and Socrates, who equated knowledge with virtue.

Throughout the TOK, students are encouraged to interact with these historical theories and use them to inform critical thinking skills that apply to the modern world.

Theory of Knowledge Framework and Assessment

Student wearing headphones while on laptop

There are two ways that TOK is assessed. This includes the exhibition, which accounts for 33% of the grade and is marked internally, and the essay, which accounts for 67% and is marked externally. Both sections have ten marks available.

The exhibition challenges students to create a tangible representation of TOK concepts. They must provide a virtual or live exhibition of three objects based on a prompt. The IB provides a list of prompts to choose from – you must choose one and not create your own. There are 35 prompts, including:

What counts as knowledge?
Are some types of knowledge more useful than others?
What counts as good evidence for a claim?

Alongside the exhibition, the student must create a document of 950 words with images of the three objects and a commentary on each, linked to the prompt.

Students are assessed on their ability to clearly identify and choose objects and explain their real-world context. They should be able to justify their choices and support their points with appropriate evidence, all while linking it back to the prompt.

Meanwhile, the essay is worth more marks. Students are given a set of essay titles to choose from, all related to the Areas of Knowledge:

Human Sciences
Natural Sciences
Mathematics

The TOK essay should be reflective and analytical, as is the nature of the subject.

TOK Essay and Exhibition

Tackling the essay and exhibition requires some careful thought. Here are some tips for each.

For the essay, students are given a set of questions to choose from. It’s important to choose a title carefully, opting for one that sparks intricate, creative ideas rather than the simplest one. While preparing for the essay, prioritize clarity and relevance.

Next, designate two Areas of Knowledge (AOKs) to explore your chosen title. This includes natural sciences, mathematics, and so on. Organise the essay into two sections, each presenting a claim and a counterclaim to form a nuanced discussion. Think of the essay as a dialogue, with evidence supporting both sides.

Examiners are looking for a coherent and critical exploration of the essay title. Students should emphasise the reflection on knowledge over extensive subject descriptions. It’s important to ensure your argument flows logically.

The icing on the cake lies in considering the implications of your claims. Always make sure to link back to the central question, analysing various perspectives to enrich the essay. Students should consider the broader implications of their arguments for knowledge in their chosen AOKs.

The essay is usually 1600 words. The ideal way to structure is is:

Introduction: 200-250 words
Argument one: 500-600 words
Argument two: 500-600 words
Conclusion: 200-250 words

The exhibition is a newer part of the TOK assessment. Students are given a range of prompts to choose from. After selecting one, they must choose three objects that align with the selected prompt, then explain how.

Usually, the exhibition takes place in the first year of TOK teaching. It’s a fun way to connect the things learned in class with the real world. Students can choose from a range of objects, including both physical and digital items. This can be a piece of artwork, a tweet from a relevant figure, a novel, or a photograph. Really, students can use anything.

The exhibition showcase is not a formal part of the assessment, but most TOK students perform either a physical or virtual showcase. There may be combined IB events with other schools.

The assessment itself comes from the document. Students must create a single document with a word count of 950 words, including images of the objects and typed commentaries for each. The commentary should describe the object, explain its real-world context, justify its inclusion in the exhibition, and establish links to the prompt.

The Role of TOK in Critical Thinking

TOK plays a pivotal role in nurturing critical thinking skills, challenging students to question their assumptions and scrutinise knowledge claims. Through its inquiry-based approach, TOK prompts students to analyse the validity and reliability of information, fostering a habit of skepticism.

By exploring diverse perspective, students can develop the ability to think critically about complex issues. This is a huge benefit during university studies. However, it’s also helpful for the real world, helping students to evaluate evidence, consider alternative viewpoints, and recognise the limitations of knowledge. As a result, they can engage thoughtfully with the world around them

Theory of Knowledge Real-World Applications

Studying TOK can sometimes feel philosophical and disconnected from the real world. However, despite being highly academic and intellectual, this course has some real-world applications.

Consider the following.


Medical ethics	Ethical implications of knowledge production	When considering the ethical implications of a new medical procedure, healthcare professionals must reflect on cultural perspectives, patient biases, and the impact of technological advancements on patient wellbeing.
Environmental policy	Interconnectedness of Knowledge Areas	Policymakers can draw on TOK thinking to understand the interplay between scientific knowledge, economic considerations, and cultural attitudes toward nature.
Media literacy	Influence of language on perception	Analysing news articles or social media posts through a TOK lens helps individuals to understand the influence of language, bias, and cultural context.
Global diplomacy	Cultural perspectives in knowledge production	International diplomats benefit from TOK by recognising diverse cultural perspectives and understanding how knowledge is shaped by historical contexts.
Technological innovation	Implications of knowledge application	Technology developers must assess the ethical and social consequences of their innovations, ensuring responsible application and considering potential cultural impacts.
Law	Role of language in knowledge interpretation	Legal professionals applying TOK consider how language nuances, cultural contexts, and historical influences shape the interpretation and application of the law.
Education	Recognising bias in knowledge transmission	In educational settings, teachers can question traditional educational methods to explore more diverse perspectives and consider what knowledge they pass on and how.

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TOK essay reflection examples?

Is anyone willing to share their TOK essay reflections? I have no idea how to go about writing them and apparantly they count towards the grade.. Does anyone have an example of a good TOK essay reflection? Thanks so much!

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IMAGES

Tok Essay Example sample, Bookwormlab
How To Write a ToK Essay IBDP
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(PDF) IBDP TOK Essay "TKPPF" Document

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COMMENTS

IB TOK Essay examples
High scoring IB Theory of Knowledge Essay examples. See what past students did and make your TOK Essay perfect by learning from examiner commented examples!
Example essays
As part of theory of knowledge (TOK), each student chooses one essay title from six issued by International Baccalaureate® (IB).
PDF Sample TOK Essays with Comments and Scores
Sample TOK Essays with Comments and Scores NOTE: The comments on the following two essays r epresent my personal judgment, and do not represent an official IB position in any way. The essays were written by my own students, and are used with their permission. These essays have not, to the best of my knowledge, been published as exemplars or used by the IBO for any other purpose, including ...
IB TOK Essay Rubric: Understand Grading Criteria
Learn how to master the IB TOK essay rubric with our guide. Tips for improving your grade and succeeding in your TOK essay.
Theory of knowledge
Theory of knowledge. Theory of knowledge (TOK) is assessed through an exhibition and a 1,600 word essay. It asks students to reflect on the nature of knowledge, and on how we know what we claim to know. TOK is part of the International Baccalaureate® (IB) Diploma Programme (DP) core, and is mandatory for all students.
IB TOK Exhibition examples
High scoring IB Theory of Knowledge Exhibition examples. See what past students did and make your TOK Exhibition perfect by learning from examiner commented examples!
How to Structure a Theory of Knowledge Essay
How to Structure a Theory of Knowledge Essay The following structure is a very good, step-by-step method you can use on any TOK essay to get a great mark. (It is updated for the 2022 syllabus ). You can find our video analysis of the most recently May and November Theory of Knowledge Essay Prescribed Titles in our members area.
How To Write A ToK Essay
Ace Your IB Exams With Ease! Learn The Secrets Of Writing A Killer ToK Essay. Get Our Updated 2023 Guide Now & Stand Out From The Crowd! 📝💯
Guide to the TOK Essay
TOK is at its surface as simple as it sounds: you essentially learn the "what" and "why" of how we learn and understand knowledge. In order to assess students of their skills in TOK, IB uses an essay and a presentation. The essay makes up 67% of your total TOK score, making it the most important task to focus on for getting a high score.
TOK exhibition Sample 1
TOK exhibition Sample 1 uses the following approach: Choose the IA prompt. Think about one aspect in relation to it. Find an object supporting it. Link the object to the prompt. Depending on how it was linked, choose where to look for the other two objects. The IA prompt that was selected is "Bias is inevitable in the production of knowledge".
TOK 10/10
Deconstructing a 10/10 TOK Essay: Body Paragraphs. The best way to learn how to write a great TOK Essay is by looking at the excellent examples of essays. We will continue to look at the 10/10 Essay that we are working with from when we deconstructed a 10/10 Introduction. This is an official example from the IB which scored a 10/10 Download….
IB TOK examples
High scoring IB Theory of Knowledge examples. See what past students did and make your TOK perfect by learning from examiner commented examples!
List of TOK Examples To Write In Your Essay
Frankly speaking, me listing examples of TOK real life situations you should incorporate to your essay is futile. Instead, let your examples and evidences speak volumes for your arguments, let them amplify the 'personal essay voice' that you believe in.
21+ Free TOK Essay Examples
TOK Essay Examples Step up your IB game for free! Get instant access to our amazing collection of Free TOK Essay Examples and see what it takes to score top marks.
EXPLAINED: May 2024 TOK Essay Prescribed Titles
May 2024 session IB TOK Essay Prescribed Titles with Explanations and detailed examples for a 10/10 essay.
IB Village
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Sample essays
The first examples, regarding mathematics move from a personal example on how the student visualizes her own learning in class to a more sophisticated topic like the way conjectures are dealt with, emphasizing effective links to ways of knowing, especially reason. Then there is an insightful investigation about religion, viewing it from ...
PDF IB-Required Assessments Guidelines for the TOK Essay & Presentation
IB-Required Assessments Guidelines for the TOK Essay & Presentation Written & Compiled by William Collazo TOK PRESCRIBED TITLE ESSAY (EXTERNAL ASSESSMENT - 40 points) * For the essay to be sent to IBO, read carefully and choose ONE essay from among the ten TOK Prescribed Titles designated for your year of graduation.
Paper Samples
A great collection of different IB samples. You will find examples of IB ToK essays & Exhibitions, Internal Assessments and Extended essays.
IB Theory of Knowledge: Sample TOK Essay + Tips
TOK Sample: Learn how to effectively write an english essay for your IB exam. IB Writing tips to help improve your score.
Tok Essay Title 6
Title 6 of the May 2023 TOK essay prompt draws attention to the methods and tools used in the TOK knowledge framework. The essay explores the extent to which the observations collected and evaluated through the use of methodologies impact the nature of newly produced knowledge. The focus lies on examining the influence of different ...
IB Theory of Knowledge
IB Theory of Knowledge Enroll Now & Gain Access To 132 Videos, 164 Notes, 23 Sample TOK Essays, 13 Sample TOK Exhibitions, 1050 Flashcards In Our Comprehensive Course On IB Theory of Knowledge, Take Your First Step Towards That Sweet 7.
Theory of Knowledge: A Guide
Theory of Knowledge (TOK) is an essential part of the International Baccalaureate (IB) Diploma Programme. Discover everything about Theory of Knowledge here.
Theory of knowledge (IB course)
Theory of Knowledge (TOK) is a compulsory core subject of the International Baccalaureate Diploma Programme covering, for example, epistemological topics. It is marked on a letter scale (A-E) and aims to "provide an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know." Students who attain an E will not be able to receive their final IB Diploma.
TOK essay reflection examples? : r/IBO
The third one should show how you feel about your essay after you've finished writing. In short, if you know what to do for your EE reflections, extrapolate that to TOK, and you should be set. Like I said earlier, you have 500 words for 3 reflections, so maybe a bit over 150 for each, as a maximum. You don't have to say that much.

IB TOK Essay Rubric. Grading Criteria

What Is IB Theory of Knowledge Essay?

IB Theory of Knowledge Essay Rubric

Addressing the Knowledge Question (0-2 points)

Grasping Knowledge Issues (0-2 points)

Critical Analysis and Evaluation (0-2 points)

Incorporating AOKs and WOKs (0-2 points)

Demonstrating Personal Engagement (0-2 points)

Coherence and Structure (0-2 points)

Clarity in Presentation (0-2 points)

Innovative Approach and Creativity (0-2 points)

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