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ToK Guide (2022) for the IB diploma
Theory of Knowledge
IB
High School - Global
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Theory of knowledge guide
First assessment 2022
Theory of knowledge guide
First assessment 2022
IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
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© International Baccalaureate Organization 2017 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interde- pendence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and expe- rience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
IB learner profile
####### The aim of all IB programmes is to develop internationally minded people who, recognizing their common
####### humanity and shared guardianship of the planet, help to create a better and more peaceful world.
####### As IB learners we strive to be:
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First assessment 2022
This resource is intended to guide the planning, teaching and assessment of the International Baccalaureate (IB) Diploma Programme (DP) Theory of knowledge (TOK) course. TOK teachers are the primary audience, although it is expected that teachers will also use the information in this guide to inform students and parents about the subject.
This guide can be found on the programme resource centre at resources.ibo, a password-protected website designed to support IB teachers. Additional publications, such as teacher support material, subject reports and grade descriptors, can also be found on the programme resource centre.
Teachers are also encouraged to check the programme communities for additional resources created or used by other teachers. Teachers can provide details of useful resources, such as websites, books, videos, journals or teaching ideas.
Introduction
About this publication
The IB consists of four programmes: the Primary Years Programme (PYP) (ages 3–11), the Middle Years Programme (MYP) (ages 11–16), the Diploma Programme (DP) (ages 16–19), and the Career-related Programme (CP) (ages 16–19).
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The programmes aim to inspire a lifelong quest for learning hallmarked by enthusiasm and empathy.
Any school, or group of schools, wishing to offer the IB programmes must first be authorized to do so by the IB Organization.
For more information about the IB, see the following resources.
The IB mission statement
What is an IB education?
Programme standards and practices
About inclusion
Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. For more information about inclusion, see the following resources.
Access and inclusion policy
Learning diversity and inclusion in IB programmes
Meeting student learning diversity in the classroom
The IB guide to inclusive education: a resource for whole school development
Using Universal Design for Learning (UDL) in the IB classroom
The Diploma Programme
The Diploma Programme (DP) is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness and the attitudes necessary for them to respect and evaluate a range of points of view.
Students are required to choose one subject from each of the six academic areas (although they can, instead of an arts subject, choose two subjects from another area). Additionally, every DP student must complete the three core components that lie at the heart of the programme: theory of knowledge (TOK), creativity, activity, service (CAS), and the extended essay (EE).
DP pedagogy is underpinned by the “approaches to teaching and learning”—deliberate strategies, skills and attitudes that permeate the teaching and learning environment. The five categories of approaches to learning skills (developing thinking skills, social skills, communication skills, self-management skills and research skills) along with the six approaches to teaching (teaching that is based on inquiry; focused on conceptual understanding; developed in local and global contexts; focused on effective teamwork and collaboration; designed to remove barriers to learning; informed by assessment) help to encourage students, empower teachers and enhance the coherence and relevance of students’ DP experience.
At the end of their DP courses, students’ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers. All coursework—including work
Introduction
About the IB
The core strives to make a difference to the lives of students. It should provide opportunities for students to think about their own values and actions, to deepen their understanding of their place in the world and to sensitively consider the contexts and views of others.
Every DP student must complete the three core elements.
Theory of knowledge (TOK) explores questions about knowledge and the process of knowing. TOK emphasizes comparisons and connections between areas of knowledge and encourages students to become more aware of their own perspectives and the perspectives of others.
Creativity, activity, service (CAS) provides students with the chance to participate in a range of experiences alongside their academic studies. The three strands of CAS are creativity (arts, and other experiences that involve creative thinking), activity (physical exertion contributing to a healthy lifestyle) and service (an unpaid collaborative and reciprocal engagement with the community).
The extended essay (EE) presents students with an opportunity to explore a topic of special interest, either through one of their six DP subjects or through an interdisciplinary approach. The EE helps students to develop the self-regulated research and writing skills that they need to fulfill their aspirations at university.
There should be close links between these core elements and the rest of the DP. It is important that teachers give careful consideration to how TOK, CAS and the EE can feed into a deeper understanding of the academic subjects, as well as how these subjects can enrich the core.
Aims of the DP core The three elements of the DP core are intended to complement each other and to work together to achieve three common aims. These are:
- to foster international-mindedness and encourage students to become responsible and actively involved global citizens
- to develop students’ self-awareness and sense of identity, and provide an opportunity for reflection on their development of the attributes of the IB learner profile
- to enrich and add value to students’ overall learning experiences through the core—supporting, and being supported by, their academic studies in the rest of the programme.
About the IB
The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP to which schools are required to devote at least 100 hours of class time.
In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking—as well as empowering—for students.
The course centres on the exploration of knowledge questions , which are a key tool for both teachers and students. These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints should there be on the pursuit of knowledge?”. While these questions may initially seem slightly intimidating, they become much more accessible when considered with reference to specific examples within the TOK course.
The TOK curriculum is made up of three deeply interconnected parts.
The core theme—Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.
Optional themes: This element provides an opportunity to take a more in-depth look at two themes of particular interest to teachers and students. The given themes all have a significant impact on the world today and play a key role in shaping people’s perspectives and identities. Teachers select two optional themes from a choice of five: knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies.
Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and sometimes use different methods of gaining knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts.
To help teachers and students explore these three parts of the TOK curriculum, guidance and suggested knowledge questions are provided. These suggested knowledge questions are organized into a framework of four elements: scope , perspectives , methods and tools , and ethics. This "knowledge framework" encourages a deep exploration of each theme and AOK. Having these common elements run throughout the different parts of the curriculum also helps to unify the course and helps students to make effective connections and comparisons across the different themes and areas of knowledge.
There are two assessment tasks in the TOK course.
The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB.
The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles issued by the IB for each examination session.
The TOK course can be structured in a variety of ways and can start from a variety of different entry points. Teachers are encouraged to exercise flexibility, creativity and innovation in the design and delivery of their TOK course, and to provide a diverse range of examples that meet the specific needs and interests of their own students. Further guidance and examples relating to the teaching, learning and assessment of TOK can be found in the Theory of knowledge teacher support material.
Theory of knowledge
The TOK course “at a glance”
maps are or should be, or the way that the cartographer’s perspective is reflected in a map. Maps and knowledge are produced by, and in turn produce, a particular perspective.
TOK and international-mindedness
The term “international-mindedness” is used by the IB to refer to a way of thinking, being and acting characterized by an openness to the world and a recognition of our deep interconnectedness to others.
The TOK course places a great deal of emphasis on elements that are central to the development of international- mindedness. For example, it encourages students to consider the diversity and richness of different perspectives, as well as exploring the interdependent influence of knowledge and culture.
The course encourages students to be curious about, and to think deeply and carefully about, complicated issues. It encourages students to avoid shallow and polarized thinking, and to avoid making quick judgments. It highlights that sometimes there really are no simple answers, and “that tensions between conflicting points of view have to be lived with, argued about and frequently left unresolved” (Walker 2004: 135).
Through their explorations in TOK, students are encouraged to discover and articulate their own views on knowledge. They are encouraged to share their ideas with others, and to listen to and learn from what others think. Through this process of dialogue and discussion, their own understanding is enriched and deepened as they become more engaged with different beliefs, values and experiences, as well as with alternative ways of answering questions.
TOK also challenges students to be intellectual risk-takers and to question what they hold to be true. In this way, it encourages intellectual humility and encourages students to gain and apply their knowledge with greater awareness and responsibility. Reflecting on how we may be wrong and how the world may seem to someone else helps students to become more aware of the assumptions and values that influence our thoughts and actions. In this way, the course helps students to reflect on their growing understanding of themselves and of the world around them.
Nature of the subject
The aims of the TOK course are:
to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question
to expose students to ambiguity, uncertainty and questions with multiple plausible answers
to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations
to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions
to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding
to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge
to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.
Theory of knowledge
Aims
Course elements Minimum teaching hours Core theme: Knowledge and the knower This theme provides an opportunity for students to reflect on themselves as knowers and thinkers, and on the different communities of knowers to which we belong.
32
Optional themes Students are required to study two optional themes from the following five options.
- Knowledge and technology
- Knowledge and language
- Knowledge and politics
- Knowledge and religion
- Knowledge and indigenous societies Areas of knowledge Students are required to study the following five areas of knowledge.
- History
- The human sciences
- The natural sciences
- The arts
- Mathematics
50
Assessment Students are required to complete two assessment tasks.
- TOK exhibition (internally assessed)
- TOK essay on a prescribed title (externally assessed)
18
Total minimum teaching hours 100
Syllabus
Course outline
The TOK curriculum centres around the exploration of knowledge questions. Knowledge questions are crucial to effective TOK discussions as they help to make sure that students are focusing on questions about knowledge itself and about how we know things. Knowledge questions help students to move beyond subject-specific questions or specific real-life situations into the realm of TOK.
Knowledge questions are questions about knowledge —about how knowledge is produced, acquired, shared and used; what it is and what it is not; who has it and who does not; and who decides the answers to these questions. Instead of focusing on subject-specific content or specific examples, students focus on how knowledge is constructed and evaluated. In this sense, knowledge questions are distinct from many of the questions that students encounter in their other subjects.
Knowledge questions are contestable in that there are a number of plausible answers to them. Dealing with these open contestable questions is a key feature of TOK, although some students can find the lack of a single “right” answer slightly disorienting. In TOK discussions, it is perfectly conceivable that answers to a question may differ—what matters is that the analysis is thorough, accurate and effectively supported by examples and evidence.
Knowledge questions also draw on TOK concepts and terminology, rather than using subject-specific terminology or specific examples. Knowledge questions draw on central TOK concepts such as evidence, certainty, values, and interpretation.
Figure 2 Knowledge questions
Knowledge questions underlie much of the knowledge that we take for granted and are often the motivation for many disagreements and controversies. Exploration of knowledge questions can therefore help us to have a deeper understanding of how knowledge is constructed and evaluated in different areas, as well as helping us to make sense of the world around us.
Knowledge questions are the key tool for teaching and learning in TOK. The two assessment tasks—the TOK exhibition and TOK essay—centre on the exploration of knowledge questions as both the Internal Assessment (IA) prompts and the prescribed essay titles take the form of knowledge questions. It is therefore crucial that students engage with the exploration and discussion of knowledge questions throughout the TOK course.
Syllabus
Knowledge questions
Perspectives This element focuses on the importance and influence of perspectives and context. This includes reflection on the students’ own perspectives and what informs them, as well as how different people or groups view or approach knowledge in the different themes/areas of knowledge. It also includes reflection on historical perspectives and how knowledge changes over time. Examples of knowledge questions relating to perspectives include the following.
- What is the significance of key historical developments within these themes/areas of knowledge?
- What do these themes/areas of knowledge identify about knowledge that is rooted in particular social and cultural groups?
- Are some types of knowledge less open to interpretation than others?
- Is an understanding of the perspective of other knowers essential in the pursuit of knowledge?
Methods and Tools This element focuses on exploring the methods, tools and practices that we use to produce knowledge. This includes the building of conceptual frameworks, the establishing of traditions and practices, as well as the methodologies employed by formal disciplines. It also includes consideration of the cognitive and material tools that we have available to help us in the pursuit of knowledge, and of how these tools have changed as a result of technological developments. Examples of knowledge questions relating to methods and tools include the following.
- What assumptions underlie the methods of inquiry used in these themes/areas of knowledge?
- Does what is seen to constitute “good evidence” vary from discipline to discipline and culture to culture? How is knowledge produced and communicated in these themes/areas of knowledge?
- How important are material tools in the production and acquisition of knowledge?
Ethics This element focuses on exploring ethics and the ethical considerations that have an impact on inquiry in the different themes and areas of knowledge. This includes aspects such as the relationship between facts and values, and how ethical and epistemic values are built into the quest for knowledge. It also includes questions relating to knowledge and inequality and injustice. It is crucial that TOK discussions about ethics focus on the knowledge questions that are woven into, and implied, in the ethical issues being discussed, rather than the focus being on debating the ethical issues themselves. Examples of knowledge questions relating to ethics include the following.
- Should the pursuit of knowledge in these themes/areas of knowledge be subject to ethical constraints?
- What responsibilities rest on the knower as a result of their knowledge in these themes/areas of knowledge?
- How can we know when we should act on what we know?
- Do established values change in the face of new knowledge?
Core theme: Knowledge and the knower
The core theme—knowledge and the knower—provides an opportunity for students to reflect on what shapes their perspective as a knower, where their values come from, and how they make sense of, and navigate, the world around them.
Importantly, this theme does not focus exclusively on the individual knower. It also considers aspects such as the impact of the different communities of knowers to which we belong, and how knowledge is
Knowledge questions
constructed, critically examined, evaluated and renewed by communities and individuals. This includes reflection on how our interactions with others and with the material world shape our knowledge.
This theme encourages careful and critical consideration of claims, provoking students to reflect on how we distinguish between claims that are contestable and claims that are not. It highlights the importance of not simply accepting claims at face value, and then explores how this can be reconciled with a recognition that many situations require us to make decisions without possessing absolute certainty.
The core theme has been explicitly designed to provide rich opportunities for teachers and students to make links to the IB learner profile. Students are encouraged to consider both the power and the limitations of the tools that they have at their disposal as knowers and thinkers, and to become more aware of their own biases and assumptions. They could also consider what it really means to be open-minded or consider the importance of caring about how knowledge is used and controlled.
Figure 3 Me as a knower and a thinker
An interesting focus for discussions in this theme could be misinformation and disinformation, deliberate deception and manipulation, and how we know who/what to trust. This could include reflection on which sources of knowledge (books, websites, personal experience, authority figures, and so on) students consider most trustworthy, and why. It could also include reflection on how advances in technology have brought these issues into sharper focus through, for example, discussion of “fake news” and its machinery.
Another interesting focus for discussions could be to explore how we perceive and construct our understanding of the world. This could include consideration of the way that culture can be seen as a lens through which we look at the world, or the impact of filters, image manipulation and propaganda. For example, students could consider at what point filters become more important than what really exists, or the influence of hidden assumptions in shaping us as knowers.
There are many possible ways to approach and structure the core theme in the classroom. For example, teachers may choose to “bookend” the TOK course with the core theme—using it as a way to start and end the course, as well as spiralling back to the theme at relevant moments throughout the optional themes and areas of knowledge. Additional guidance and examples on how the core theme could potentially be approached can be found in the Theory of knowledge teacher support material.
Whatever approach to the core theme is taken, it is crucial that the focus remains clearly on knowledge. Teachers must also ensure that within their exploration of the theme, they engage with the four compulsory elements required in every part of the TOK curriculum: scope , perspectives , methods and tools , and ethics. Suggested knowledge questions for each of these elements are provided in the following table, but these should not be taken as prescriptive or exhaustive.
Examples of knowledge questions Scope • What criteria can we use to distinguish between knowledge, belief and opinion?
Knowledge questions
ToK Guide (2022) for the IB diploma
Subject: Theory of Knowledge
IB
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