tok questions essay 2023

May 2023 TOK Essay Prompts + SAMPLES and Suggestions

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Every year, students anxiously wait for the IB to announce the TOK essay topics. So this year is not an exception; IBO has also announced 2023 May titles for IB TOK essay. The TOK essay can be quite a challenging one to write for most students. Therefore it’s extremely important to select a TOK essay topic that suits you better.

UPD! November 2023 TOK essay prompts released!

Most students struggle with the idea of writing a TOK essay since it can indeed be very tough owing to its different structure. Most students plan for days on end so that they can see just the proper structure in mind, with suitable examples so that they can give their best to what they are doing.

Btw… ⏩ We can write a ToK essay for you ⏪

To be able to score well, you need to plan accordingly. The idea is to make sure to do a great job and that can only happen when you know what exactly is expected of you and how you get through that. To better understand the TOK essay and have ample considerations, here is the list of TOK essay titles for May 2023 explained by professional IB writers.

You can get a few ideas from here about how you’re supposed to work on these. With these ideas, you are sure to do a sound job with your TOK essay . Furthermore, you will find links for 2 different May 2023 TOK essay samples that were written by our IB experts. Feel free to use them for inspiration.

TOK essay titles and questions for May 2023

Below you will find an updated list of TOK essay prompts for the May 2023. We have also added some suggestions from our expert TOK essay writers for your ease. Enjoy reading 😉

Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.

In this essay, it is important to focus on the world’s replicability. Next, the distinction between necessary and sufficient requirements need to be made. After that, the focus should be on how objectivity is related to replicability. You can give examples of several experiments that have been done and whether or not they have been replicated.

In line with your thought process, you can further work towards explaining that in further detail and making your point much clearer this way. Based on the examples you give, you can also talk about the different ways of knowing, which can help you explain this in a much better way, in line with the requirements of IB.

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.

With this title, you can see that there are two areas of knowledge already given. This means that you don’t have a free hand to choose topics yourself. You essentially have to differentiate between what can be explained and what cannot. Some things are easier to explain, whereas others aren’t. Using examples from art and natural sciences, you can offer your explanation here.

The examples you choose need to be as such that it makes it much easier for you to make that distinction. Once you do that, select your ways of knowing as well so that you can comply with the IB requirements .

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.

In this essay, the main focus is on bubbles. The idea is to explore what bubbles mean in this context. We can see that “bubbles” here refers to knowledge that is subjective in all ways. The idea is to explore whether or not knowledge can be subjective in all ways or whether it can be objective as well. This is important to understand in all contexts first. Subjective and objective knowledge can be explored using different areas of knowledge.

However, the areas of knowledge should be selected based on the fact that it should be very easy to make that switch and understand how these two differ in context. Additionally, you can also shed light on what is required to share another person’s perspective on the situation. It is only once you know you can make that distinction as clear as ever.

Do you agree that it is “astonishing that so little knowledge can give us so much power” (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.

In this essay, the main focus has to be on this quote given. The idea is to see how knowledge can give us power. We have always heard how knowledge can make us powerful. Here, the idea is to see how that can happen using several different examples.

One area of knowledge is already given. The other area of knowledge is up to your choice. So based on that, you need to choose examples that will help you understand this better. You can talk about how these two areas of knowledge have allowed us to make the most of our lives, which is how we have become so powerful.

Below you will find a May 2023 TOK essay sample completed by our IB experts at WritingMetier.com

Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.

Here, the main focus needs to be on visual representation and how they represent the truth in most situations. The idea is to see what these visual representations are and how they allow for the communication of knowledge to happen in the best way possible. You also have to make the distinction between practical and theoretical knowledge here.

As you can see, two areas of knowledge are already given here: human sciences and mathematics. So you have to make use of these only and use relevant examples to explain this.

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.

The main keyword here that you need to focus on is methodologies. You have to speak about what methodologies are and how they allow you to understand things in the best possible way. You need to use history as one area of knowledge, and you can choose the other area of knowledge yourself.

The idea is to help you understand this in the best way possible so that you can make a clear point about how the methodologies employed helped you get to this conclusion.

And again, sharing an example of an APA format IB TOK essay on title #6 that can be used as a guide. Yes, it’s also written by one of our expert IB TOK writers, and if you want, you can get assistance from these writers no matter the urgency of your task.

If you might have missed some of the previous TOK essay titles with samples or topics for previous years, below I’m sharing the links.

The year 2022:

• November 2022 TOK essay prompts
• May 2022 ToK essay titles

Previous years’ prompts:

• November 2021 ToK Essay titles
• May 2021 Theory of Knowledge essay prompts

Choose IB TOK essay topic wisely, my friend 😉

With these suggestions and explanations for each May 2023 TOK essay topic, you can write a good TOK essay!  If you are facing tough deadlines and want someone to lend you a hand – WritingMetier.com is here to help.

You can always buy a custom TOK essay that will be written under your instructions and following one of the May 2023 prompts. Not forgetting about the latest changes in the IB criteria.

We can guarantee this because we have been in the IB writing services business for 4+ years now and have already completed hundreds of different IB papers. Order your essay now and get a 5% discount.

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Vasyl Kafidoff is a co-founder and CEO at WritingMetier. He is interested in education and how modern technology makes it more accessible. He wants to bring awareness about new learning possibilities as an educational specialist. When Vasy is not working, he’s found behind a drum kit.

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November 2023 tok essay prompts explained + samples.

This article is a complete guide to the November 2023 TOK essay prompts, which includes detailed explanations of each prompt along with samples to help students understand them better. It offers practical advice and expert guidance to help students improve their writing skills and succeed in this important assignment. Whether you need help selecting a topic or want to enhance your critical thinking skills, this article provides valuable insights that will help you craft a successful TOK essay.

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ToK Essay Prompts Demystified: Interpreting and Tackling 2023's Questions

Navigating the complex web of ToK essay prompts can feel like trying to decipher an ancient manuscript – it's challenging, yet deeply rewarding. Every year, the IB presents students with fresh, thought-provoking questions that aren’t just about showcasing your knowledge but also your ability to reason, reflect, and engage in intellectual play.

Now, 2023's prompts have landed, and you might be wondering: "How do I even begin to approach these?" Relax. It's normal to feel overwhelmed. However, understanding your prompt is the first (and perhaps most crucial) step towards crafting an essay that stands out. A well-interpreted prompt can be the foundation of a stellar essay, and that's what we're diving into today.

By the end of this guide, you’ll have a clearer vision of what these questions are really asking and how you can tackle them with confidence and creativity. Ready? Let’s demystify these prompts together!

The ABCs of ToK Essay Prompts

Understanding ToK essay prompts isn't just about reading the words. It's about delving deep into their meaning, intent, and the broader context they inhabit. Think of each prompt as a puzzle. At first glance, it might seem daunting, but each piece holds a clue to the bigger picture.

Why These Questions? The Intent Behind the Prompt

Every ToK essay prompt is meticulously crafted. The questions are designed to push you to reflect, reason, and develop an individual perspective on knowledge and how it interacts with the world. Remember, it's not just about answering the question but also about showcasing how you think and perceive the world of knowledge.

The Layers of a Prompt: Surface and Depth

On the surface, a ToK essay question may seem straightforward. But scratch a little deeper, and you'll uncover layers of meaning. Each prompt comes with its set of nuances, undertones, and subtleties. It's your job to unearth these layers, interpret them, and mold your essay around your unique understanding.

Flexing Your Interpretative Muscles

Interpreting a ToK prompt isn't much different from analyzing a poem or a piece of art. There's no singular 'correct' way to approach it. Multiple interpretations can coexist, and your perspective is just as valid as any other, provided it's well-reasoned and backed by thoughtful reflection. Remember, the IB isn't looking for a 'right answer' but rather, they want to witness the journey of your thought process.

2023's ToK Essay Prompts: A Closer Look

Alright, champions of knowledge! The much-awaited 2023 ToK essay questions are here. Let's unpack these thought-provoking challenges that await your intellectual prowess:

The Role of Replicability : Is replicability necessary in the production of knowledge? Dive into the depths of this question, referencing two areas of knowledge and unveiling the significance of reproducibility in our understanding of the world.

Artists vs. Natural Scientists : For artists and natural scientists, which is more crucial: what can be explained or what cannot be? Delve into the contrasting yet intertwined worlds of arts and the natural sciences. How do explanation and mystery influence these fields?

Knowledge in Bubbles : Does it matter if our acquisition of knowledge happens in "bubbles" where some information and voices are excluded? Explore the implications and consequences of receiving knowledge in isolated silos. What do we gain, and what might we be missing out on?

The Paradox of Power : Do you agree with Bertrand Russell's assertion that it is "astonishing that so little knowledge can give us so much power"? Dive into the dynamic realm of the natural sciences and another area of knowledge to reflect upon the immense power that even a sliver of understanding can bestow upon us.

The Visual Aid Dilemma : Are visual representations always helpful in the communication of knowledge? Challenge or defend the use of visuals in the expansive territories of the human sciences and mathematics. How do visuals shape, aid, or potentially hinder our understanding?

Methodologies and Outcomes : To what extent is the knowledge we produce determined by the methodologies we use? Take a journey through history and another area of knowledge to discern the profound influence of methodologies on our comprehension of the past and the world around us.

Phew! Talk about a brainstorming marathon! Remember, while these prompts may initially seem dense, each one is a golden opportunity to showcase your unique perspective on knowledge. The journey might be challenging, but the rewards – oh, they're worth every ounce of effort.

Delving Deeper into Select Prompts

While all of the 2023 ToK essay prompts are a treasure trove of intellectual exploration, let's zoom in and dissect a few of them a bit more, shall we? This deep dive will provide a clearer understanding, perhaps sparking that ‘aha’ moment for your own essay.

The Role of Replicability in Knowledge Production

Overview : This topic challenges us to reflect on the importance of replicability in research and knowledge generation. But why is it significant? Think of scientific experiments. If a result can be consistently replicated, it bolsters its credibility.

Possible Angle : Contrast the natural sciences, where replicability is often a cornerstone, with another area of knowledge where it might not hold as much weight. For instance, in the arts, is a replicated piece as valuable as an original?

Knowledge in Bubbles - A Double-Edged Sword?

Overview : The modern age, with its vast array of information platforms, often sees us in echo chambers, where we hear opinions and facts that align with our own views. But what's the consequence of such selective knowledge acquisition?

Possible Angle : Evaluate the pros and cons. For instance, while these bubbles can strengthen community ties and provide tailored knowledge, are they also breeding grounds for misinformation or limiting broader understanding?

The Paradox of Power in Knowledge

Overview : Bertrand Russell's assertion highlights a profound observation – sometimes, even a little knowledge can yield immense power. But is this always a good thing?

Possible Angle : Reflect on historical instances where limited knowledge led to significant consequences, both positive and negative. Additionally, ponder on the ethical implications when wielding such power.

Remember, these prompts are meant to stimulate your thinking, not restrict it. Let your creativity flow. Dive deep, challenge assumptions, and most importantly, enjoy the intellectual journey. If at any point you find yourself hitting a roadblock, revisit our previous guide on mastering the ToK essay for some inspiration and direction.

General Strategies for Approaching ToK Essay Prompts

Alright, young scholars, having taken a closer look at a few of the prompts, it’s time to arm you with some universal strategies to tackle any ToK essay topic. Whether you’re addressing the role of replicability or diving into knowledge bubbles, these strategies are your trusted companions:

Begin with an Open Mind : Before taking a stance, allow yourself to explore both sides of the argument. This not only provides depth to your essay but showcases your ability to evaluate diverse perspectives.

Connect to Real-Life Situations : Anecdotes and real-world examples make your essay relatable and tangible. They serve as evidence of your claims and breathe life into abstract ideas.

Interlink Areas of Knowledge (AoK) : While the prompt may specify certain AoKs, don’t be afraid to draw connections to others if relevant. This showcases your holistic understanding and makes for an enriched argument.

Mind the WoKs (Ways of Knowing) : Whether it’s perception, emotion, reason, or language, remember that WoKs can offer unique angles and insights into your essay topic. Weave them in where appropriate.

Engage with Counterclaims : A well-rounded essay isn't just about asserting your perspective but recognizing and addressing counterarguments. This not only strengthens your position but exhibits critical thinking.

Stay Structured : While the ToK essay encourages deep thinking, remember that clarity is crucial. Use a clear introduction, body, and conclusion. Organize your thoughts systematically to guide the reader seamlessly through your arguments.

Personalize Your Insights : Remember, the ToK essay is a reflection of your intellectual journey. While you'll rely on experts and sources, don’t forget to interject with your personal insights, experiences, and reflections.

Revisit and Revise : First drafts are called 'first' for a reason. Once you've penned down your initial thoughts, take a break, return with fresh eyes, and refine your essay. This iterative process can be a game-changer in elevating the quality of your piece.

Now, with these strategies in hand, you're better equipped to face the ToK essay head-on. Remember, it's as much about the journey of exploration as it is about the final piece. Enjoy the process, relish the challenges, and if ever in doubt, our earlier guide is just a click away for some quick wisdom.

Final Tips for Tackling the ToK Essay Head-On

Alright, we've traversed the vast landscape of ToK essay prompts, delved deep into some of them, discussed strategies, and even looked into multimedia resources. But before you embark on your essay-writing journey, here are a few last-minute nuggets of wisdom to carry with you:

Stay Original : While it's great to gather insights and understand the general perspective on topics, always ensure your voice shines through. Adjudicators value originality and authenticity.

Seek Feedback : It's always a good idea to have someone else, be it a peer, teacher, or mentor, take a look at your essay. They might offer a perspective or insight that you hadn't considered.

Stay Within the Word Limit : It might seem challenging, but condensing your thoughts and being concise is key. Straying far from the word limit might make your essay seem unfocused.

Relax and Trust Yourself: Believe in your capabilities. Remember, this essay is as much about the journey of exploration as it is about the end product.

The Theory of Knowledge essay can indeed seem like a mammoth task. With multiple layers of interpretation and areas of knowledge to consider, the process can be daunting. But with the right strategies, resources, and mindset, it's a challenge you can certainly overcome.

And hey, if ever the waters seem too rough, remember you're not alone. Whether you need to go back to the basics with writing ToK essay or require hands-on assistance, there's always help at hand with IB writing service .

Last edit at Aug 15 2023

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IB ToK Essay Titles and Topics: May 2023

Here are links to ideas and suggestions relating to the the six May 2023 IB ToK Essay topics:

• Topic 1. Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.
• Topic 2. 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.
• Topic 3. 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.
• Topic 4. Do you agree that it is "astonishing that so little knowledge can give us so much power" (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.
• Topic 5. Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.
• Topic 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 1: Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.

Thoughts to consider with essay 1 include:

• the distinction between necessary and sufficient requirements
• the relation between replicability and objectivity
• the relation between replicability and sharable perspectives

These thoughts, and others, will be developed here shortly: come back soon!

Title 2: 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.

Thoughts to consider with essay 2 include:

• the relation between explicability and effability
• the limits of language and expressibility
• the relation between explanation, understanding and knowledge

Title 3: 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.

Thoughts to consider with essay 3 include:

• can there be purely subjective knowledge?
• can there be purely objective knowledge?
• what is required to share another's perspective?

Title 4: Do you agree that it is "astonishing that so little knowledge can give us so much power" (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.

Thoughts to consider with essay 4 include:

• the varieties or types of power
• is knowledge always inversely proportional to power
• could one have power without any knowledge?

Title 5: Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.

Thoughts to consider with essay 5 include:

• the relevance of truth to representation
• the distinction between practical and theoretical knowledge
• is written language a visual representation?

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.

Thoughts to consider with essay 6 include:

• the difference between a method and a methodology
• can any knowledge be unmethodically?
• must a methodology be consciously deployed?
• 1. Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.
• 2. 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.
• 3. 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.
• 4. Do you agree that it is "astonishing that so little knowledge can give us so much power" (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.
• 5. Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.
• 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.
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• May 20, 2023

Unpacking the 2023 November TOK Titles: A Comprehensive IB Solved Guide

The November 2023 titles for the IB Theory of Knowledge Essay have been released! Let's face it – the TOK essay can be very intimidating. With so many topics to choose from and so many ideas bouncing around, it can be hard to know where to begin. That's where we come in. In this post, we'll take a closer look at each of the titles and give you some tips for approaching them.

General Tips to Unpacking a Title

Whenever we approach a prompt, we always want to think in terms of perspectives and counter-perspectives (for those who are familiar with the old syllabus, these were previously known as claims and counterclaims). This allows us to structure the essay within the two selected AOKs, creating four paragraphs directly addressing the title and with consideration of varying perspectives on the title. While the final conclusion that we draw will likely lie somewhere in the middle, or argue that each perspective is more/less correct in different circumstances, it is often helpful to think of the two extremes first before trying to come up with a more nuanced conclusion.

So let’s get into unpacking them – here is everything you need to know about each of the November 2023 TOK Essay titles:

Title 1: Are facts alone enough to prove a claim? Discuss with reference to any two areas of knowledge.

Recommended AOKs: Natural Sciences, Human Sciences, History

For this title, the perspective and counter-perspective are straightforward – either facts alone are enough to prove a claim, or they are not.

Some ideas to think about which support the first perspective:

Facts are objective – By providing objective evidence for a claim, facts can be a highly reliable form of evidence to support claims made by knowers. This objectivity allows for the same claim to be proven across time, in different cultures and by unique knowers.

Facts allow for conclusions to be drawn through logic – By combining an array of established facts, deductive reasoning can be utilised to draw conclusions about the world and produce new knowledge. Often facts form the premises from which knowledge claims can be made, allowing a knower to prove a claim by first establishing a series of interconnected facts.

Facts can be tested – This is particularly important for science-based AOKs which rely upon falsification as an important method of producing new knowledge. Since facts can be tested, the veracity of a knower’s claim is always available to be disproven by empirical evidence.

For your counter-perspective, you have a far greater degree of freedom in your discussion. This is where you can really differentiate your essay from others, as it is your job to decide which other important elements beyond facts alone may be necessary to prove a claim. Some ideas from us:

Opinions – Whilst opinions lack the objectivity of facts, they are often important to proving knowledge claims, as these claims are often unable to be proven by facts alone. Rather inferences must be drawn to create meaning from facts. This can be illustrated through a very simple claim: Imagine for instance that we were trying to prove the claim that Germany were responsible for World War I. Whilst we could drawn upon facts, such as the fact that they issued a blank cheque to Austria-Hungary or the fact that they invaded Belgium in August 1914, ultimately we rely upon the opinions of historians in making a judgement on how important this was in the context of the war.

Personal Experience – Whilst personal experiences only provide anecdotal evidence and cannot allow us to draw broader conclusions, they may be necessary to prove a claim which involves emotion or personal beliefs.

Creativity – Creative thinking may be necessary to prove claims, particularly in the sciences, where facts alone are insufficient. For instance, scientific theories, whilst based in fact, are often dependent on analogies, comparisons and metaphor to explain abstract concepts for which there may not yet be any measurable or empirical evidence.

Title 2: If “the mathematician’s patterns, like the painter’s and the poet’s, must be beautiful” (G.H. Hardy), how might this impact the production of knowledge? Discuss with reference to mathematics and the arts.

This title is far more intricate than the others, relying heavily upon the definitions you impose upon key terms. The concept of the “mathematician’s patterns” and the term “beautiful” must be defined in the opening of the essay, as this will restrict the scope of your knowledge exploration. The way in which we would recommend splitting up this topic would be to first discuss the impact upon the production of knowledge in mathematics and then within the Arts. Some ideas for the perspectives and counter-perspectives which you may explore include:

Beauty in Mathematics – You will want to consider the importance of beauty in Mathematics. This is not referring to beauty in the traditional sense but perhaps considering other ways in which Mathematics may be considered beautiful such as in its way of transforming complex real-world problems into simple symbols which can be solved. This can impact the production of knowledge as mathematicians may choose to ignore solutions which are complex and rough – in other words, ‘mathematically ugly’.

Beauty in Art – In discussing this AOK, you may consider the debate between aestheticism and purpose within the Arts – In other words, is Art merely supposed to ‘look good’ or does it have a greater purpose, and how does this relate to the production of knowledge in and through the Arts.

Title 3: In the acquisition of knowledge, is following experts unquestioningly as dangerous as ignoring them completely? Discuss with reference to the human sciences and one other area of knowledge.

Recommended AOKs: Human Sciences and Natural Sciences/History/Math

This title presents a very contemporary issue which is the questioning of experts and trust in the knowledge produced by experts. Nonetheless, there is a clear perspective and counter-perspective presented by this title – it is either more dangerous to follow experts unquestioningly or more dangerous to ignore them completely.

Some ideas relevant to the first perspective:

Evidence over Experts – By following experts unquestioningly, rather than examining the quality of their evidence and research methods, we fall into the trap of making arguments from authority without confirming that their conclusions are actually correct.

Subjective Experiences – While experts are helpful in drawing general conclusions/findings about the world, they do not account for subjective, individual experiences. This is particularly relevant in the Human Sciences, as theories and claims of human behaviour may not apply to all people due to the uniqueness of humans.

Lack of Progress – It is only by questioning established paradigms and claims made by existing experts that we are able to progress and acquire new knowledge. If all experts are followed unquestioningly, there can be no overhaul of existing knowledge when necessary.

Some ideas relevant to the counter-perspective:

Established Research Systems – Experts are trained in effective research methodologies and have systems to maximise the reliability of the claims they make. By ignoring experts, we are instead relying upon knowledge of laypeople whose claims have not been rigorously assessed for their veracity.

Manipulation and Logical Fallacies – By ignoring the claims of experts and instead acquiring knowledge through prominent figures such as celebrities and the media, we expose ourselves to manipulation and the array of logical fallacies employed by these individuals who have their own agenda beyond the dissemination of knowledge.

Knowledge Framework – Experts develop knowledge frameworks which can guide the production of new knowledge. By ignoring experts, we are often left to deal with problems on a case-by-case basis which can lead to a lack of consistency and structure within the knowledge which is acquired.

Title 4: Is it problematic that knowledge is so often shaped by the values of those who produce it? Discuss with reference to any two areas of knowledge.

Recommended AOKs: History, Arts, Human Sciences

This title has a focus on context and values, integral elements of the knowledge framework within the new syllabus. It also has two clear perspectives to be explored – the claim that it is problematic or the claim that it is not, keeping in mind that across both perspectives, it must be specified how knowledge is shaped by individual values.

Some ideas for the first perspective:

Bias – The shaping of knowledge by one’s individual values can create bias which may impede the reliability of knowledge produced through the lens of these values.

Subjectivity – If subjective beliefs founded in one’s values are imported into the production of knowledge which should be based on facts and evidence, this can be problematic for this knowledge.

Lack of Diversity/One-Sided Knowledge – When entire banks of knowledge are produced by individuals from the same background, culture, beliefs or school of thought, this can lead to the omission of other perspectives on an issue, which can limit the knowledge which is produced.

Individual Perspective are Important – It is often important for a knower to incorporate their own personal perspective in the production of knowledge as this is ultimately the only way in which interpretations and opinions beyond mere facts can be drawn.

Knowledge about the Knower – We can often learn more about a knower, their values and the social norms of their time when evaluating knowledge claims which are shaped by individual values, providing a second layer of ‘knowledge within knowledge’.

Specific Knowledge – Whilst not broadly applicable to people or contexts with different values, knowledge produced by those with particular individual values can be more specific and applicable to knowers within the same value system. This form of ‘insider knowledge’ may be shaped by the personal experiences of an individual, which is an asset to the production of knowledge rather than a hinderance.

Title 5: Is it always the case that “the world isn’t just the way it is, it is how we understand it – and in understanding something, we bring something to it” (adapted from Life of Pi by Yann Martel)? Discuss with reference to history and the natural sciences.

This title touches upon the debate between objective and relativistic views of knowledge and the world. The phrase ‘is it always the case’ allows us to derive two perspectives to explore – it either is always the case or it is not. The first perspective requires arguments which explain why this may always be the case, whereas the second only requires you to provide some exceptions/circumstances in which this would not be the case.

Interpretation creates Meaning – It may be argued that all elements of the world must be interpreted and doing so involves the unique lens of each individual knower. In this way, what we bring to the production of knowledge is our own distinct interpretation of the world around us.

Questioning creates Meaning – We could also consider how the questions which knowers ask are unique and based upon our own individual understanding of the world. This means that something new is created each time a new knower attempts to understand the world, as the questions asked and curiosity of each individual provides a distinct approach to knowledge.

Some ideas for the counter-perspective:

Objectivity Exists – It may be argued that there are some elements of the world which are fixed, unquestionable and objective. These components of knowledge are not dependent upon the interpretation of the individual, as there should be objective standards from which everyone should draw the same conclusion.

Repeatability – Particularly in the Natural Sciences, there are some elements of knowledge which are repeatable and not reliant upon the interpretation of the individual knower. This concept of repeatability is a foundational tenet of the sciences and the production of new knowledge of the world around us.

Title 6: Faced with a vast amount of information, how do we select what is significant for the acquisition of knowledge? Discuss with reference to the natural sciences and one other area of knowledge.

Recommended AOKs: Natural Sciences and Human Sciences/History/Arts

This title questions the way in which we determine whether a piece of information is significant for knowledge. Since this is a ‘how’ question, there are many perspectives which can be explored, rather than a clear binary of perspectives. Some ideas from us:

Selection through Merit – This concept is particularly relevant to the Natural Sciences, as the theories which are ultimately deemed as significant are those which are not falsified. This merit-based approach pits scientific theories against each other to determine which are significant for the acquisition of knowledge.

Selection through Structure and Processes – By establishing set systems and procedures for filtering the vast amount of information available within an AOK, we can make selections as to which knowledge is significant.

Selection through Applicability – When judging what is significant for the acquisition of knowledge, a knower may have to consider the vast amount of information and decipher which piece of information is most applicable to their context, values or specific circumstances.

So there you have it! By now, you should have a better idea about which TOK essay title stands out the most to you and maybe even a few ideas about what to write. But where do you begin? Don't worry, we understand that writing a Theory of Knowledge essay can be a daunting task, but with the help of our expert IB tutors, you'll be on your way to success in no time. Plus, with online IB tutoring available, you can get the help you need from anywhere in the world. Don't let the TOK essay stress you out – contact us today to learn more about our IB tutoring services and how we can help you succeed in your IB studies.

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The Secrets to Success in the Theory of Knowledge (TOK) Essay

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November 2023 TOK Essay Titles Explained with Examples

The prescribed titles for the November 2023 TOK Essay has been released! Here are all the titles with detailed explanation and examples to get you started:

Are facts alone enough to prove a claim? Discuss with reference to any two areas of knowledge.

If "the mathematician's patterns, like the painter's and the poet's, must be beautiful" (G.H. Hardy), how might this impact the production of knowledge? Discuss with reference to mathematics and the arts.

In the acquisition of knowledge, is following experts unquestioningly as dangerous as ignoring them completely? Discuss with reference to the human sciences and one other area of knowledge.

Is it problematic that knowledge is so often shaped by the values of those who produce it? Discuss with reference to any two areas of knowledge.

Is it always the case that "the world isn't just the way I is, it is how we understand it - and in understanding something, we bring something to it" (adapted from Life of Pi by Yann Martel)? Discuss with reference to history and the natural sciences.

Faced with a vast amount of information, how do we select what is significant for the acquisition of knowledge? Discuss with reference to the natural sciences and one other area of knowledge.

Below are the explanations. If you need help with TOK concepts and how to write a good essay, check out the resources in the TOK subject page!

While an initially simple prompt, sometimes the simplest statements are also the hardest to prove. I definitely feel that this is the case here. This prompt hinges on how you would personally define facts. In the TOK course, we know that knowledge is produced when someone proposes a knowledge claim, which is subsequently justified or disproven by suitable evidence. This title essentially asks of you to decide whether "facts" by themselves are sufficient evidence for us to prove a claim to be true, and hence consider it knowledge.

You may think that you have a good understanding of what 'facts' are. You have seen quick facts, cold facts, fun facts, etc... all pointing to little nuggets of information which we consider true. The question is though, how did they become true in the first place? In some areas of knowledge, 'facts' are pretty obvious. 1 + 1 = 2 is a true fact within the area of Mathematics. A Helium atom has 2 protons is a fact within the Natural Sciences. However, what constitutes facts in the Arts, History or Human Sciences?

Every single AOK has a different way of producing and dealing with 'facts'. Mathematics has their foundational axioms, the most basic set of facts that sets out how the whole AOK itself works so that things like 1 + 2 = 2 + 1 is true without us having to prove it. From there, mathematical knowledge builds upon these axioms and into a variety of sub disciplines within the AOK, developing into things like the Pythagoras Theorem or the triangle inequality, etc. Natural Science research nowadays builds upon the research done in the past. So knowledge we know to be true from before is applied to further what is to be known within the AOK to verify new claims. So it seems that perhaps facts play an important role at least in some AOKs, but is it the only requirement to produce new knowledge and justify claims? We know that in natural sciences, we tend to experiment and observe to ultimately prove or disprove a hypothesis. Without experimentation, and only using the facts we already know, it seems a bit tricky to further what we know!

I encourage you to revisit the TOK 101 page and find out more about the different stages of knowledge. Consider how facts are important in each stage of knowledge, but focusing primarily on how knowledge is produced in each AOK. How does knowledge evolve in each AOK? Can it develop organically solely from the facts we have now or does it require some additional input from other types of evidence?

The title is very specific, requiring discussion of mathematics and arts inline with the quote. It seems to propose that mathematics shares similar artistic properties with the arts (with examples such as paintings and poetry). You may have heard of the saying that Mathematics is a beautiful language or something to that effect. There have been discussions on the internet that beyond high school mathematics, mathematics can develop into quite a creative and artistic discipline. Mathematics has been used to creatively construct art! One obvious example (thus one that you probably shouldn't use in your essay) is fractals :

You can read more about the mathematical patterns behind fractals, but it is one artistic representation of mathematics.

While this prompt seems quite abstract at first, it does raise a good question about the intentions of producing knowledge in each AOK. Is it the purpose of the Arts to 'look pretty' and make us go "WOW that's so beautiful"? Conversely, is mathematics meant to be function first, form second or vice versa?

There are plenty of examples where art isn't meant to be pretty. There is a famous photograph of the chaos and brutality of the Vietnam war that is pretty infamous (do a quick google search!). Even if it isn't beautiful in the traditional sense, can it be considered beautiful in another perspective, especially considering the intention of why this was produced and what knowledge this produced? Similarly, mathematics tends to have the association that it is practical to real life and helps us solve some problems. Does mathematics have value if mathematical knowledge is produced without an immediate benefit or application? This is the world that pure mathematicians live in. While applied mathematicians can directly show their relevance and practicality of produced knowledge, it might not always be 'beautiful' in the artistic sense, but it can be 'beautiful' in its ability to capture the complex world. At the same time, if mathematics is purely beautiful in a satisfying sense (think when you factorise a quadratic and how it simplifies down to something solvable), but with no immediate practicality, is it still worth producing?

The key to this prompt is not to dispute the notion of the given quote. Yes, I know it's probably not the best quote, but think about the variations of how you can interpret the quote, rather than being either for or against the quote.

This title might be very appealing to students. I'm sure we have all experienced the importance of good scientific communication from trusted experts during the pandemic. We based our behaviour on them. When they told us to stay home, we (mostly) did, and we followed advice to get vaccinated, etc. At the other end of the spectrum, there are some that are completely ignorant of expert advice, calling this pandemic a hoax, and the vaccine a conspiracy. While there is common consensus that this ignorance is very dangerous, this prompt is quite interesting in prompting us to think about whether we should be trusting these experts completely, especially when the stakes are so high!

Experts often get things wrong, and when they do, we hope they will admit it readily even if it hurts their credibility. Credibility is key for us to accept expert advice. So this raises an important point - what makes an expert? Is it truly a person with the most knowledge about a topic or who is PERCEIVED to be so? Ideally, experts fit both of those criteria, but sometimes it is one or the other. At the same time, are experts immune from bias and other common human failures? NO! Then again, even if they have their failings, we can think about what is our level of tolerance for expert opinions and 'going at it alone' by not trusting them at all.

The prescribed AOK of human sciences is quite interesting. As you know, we are some complex people. Economists are either praised or blasted for their predictions about the economy all the time! Do you listen to economists about their market predictions? There is a joke that there will always be an economist somewhere in the world saying a recession is imminent no matter how the actual economy is doing. Can we really capture something as complex as humanity and let some experts give us advice that we trust to be 100%, unfailingly true? That doesn't seem to be wise. At the same time, it also doesn't seem wise that when 99% of economists warn us that inflation is getting out of hand for us to do nothing about it. So is it a numbers game? As more 'experts' say the same thing, and corroborate each other, we have a confidence to trust them unquestionably?

Ultimately, the conclusion seems pretty clear from the get go for this prompt. It is almost always unwise to just trust something or someone 100% and also unwise to go to the other extreme. While we can be tempted to do so, it is important we maintain a critical lens. If you are tackling this title, focus on the nuance between these two extremes presented, and show that both share common flaws in their approach to how knowledge is considered and acquired.

This prompt starts with the assumption that knowledge is produced according to the values of the producers. To what extent this is a problem is the issue here at hand here. First think of how knowledge is influenced by values. There was once a time when slavery was considered acceptable, and if you look all literary works around that time, it wouldn't be unusual to see examples of such and the use of what we now consider inappropriate language when referring to African-Americans, for example. Social values do change over time, examples including gay marriage, sexualisation and nudity of the body, dealing with minorities and racism, and even climate change. In some AOKs, this may be more apparent (i.e. History and the Arts) but what of something like mathematics? Can societal values influence them too?

When discussing whether this is problematic, other than considering the extent that values influence knowledge, also consider the implications this has on the perspectives of knowledge that are made available. Who determines these values is also of contention. This brings to mind propaganda and the various ways the 'values' of some power behind knowledge creation can greatly distort the knowledge that is produced. You may have some ideas on the problems that arise when we bring our values into the knowledge we produce, but to some extent this is inevitable. After all, the knowledge we produce simply reflects what we are interested in learning about, and willing to discover more of. The question is, how does each AOK handle changing values over time?

Every AOK has a different way of handling changing values. Long ago, we believed that we were the centre of the earth. How did the Natural Sciences overcome this long held belief? Conversely, how do we ensure that history remains accurate and isolated from the potential bias that could be introduced due to the values of the people that first wrote it? In History, revisionism describes the process of how we reevaluate history consistently to ensure that we always have the most accurate depiction of the past according to our current lens. There will be a time when our lens becomes outdated in the future, so what is the role of the Historian? Remember, knowledge is rarely ever fixed or 'done'. There is always more to know and more to discover, so how WE view knowledge in the past, and how someone in the future views the knowledge we make now will have large implications on the approach we take when producing knowledge. How can you ensure that someone interpreting knowledge in the future won't misconstrue what we are trying to say now? Could having differing interpretations according to different values be a benefit?

For some AOKs, the issue of values isn't that prominent. Why is that the case? It is good to explore in this title, the reasoning behind why values often influence the knowledge we produce, how we decide to mitigate or deal with this reality and how these approaches to do so differ between AOKs according to the nature that the knowledge is initially produced and then now consumed.

Is it always the case that "the world isn't just the way it is, it is how we understand it - and in understanding something, we bring something to it" (adapted from Life of Pi by Yann Martel)? Discuss with reference to history and the natural sciences.

In some less convoluted English, this prompt essentially asks whether we colour the knowledge we acquire and bring our own perspectives and interpretation to knowledge. If you think this is quite abstract, think about this example: you have likely done a book report before. It will almost always ask you what you thought of the book and people will have different thoughts. This demonstrates the essence of this title! We all have our own thoughts and ideas about the knowledge we acquire. When we learn new things, we might put our own spin to it, and try and explain it to ourselves and our friends in our own unique way. So, it is likely that there are some cases where this idea of us bringing our own ideas into the knowledge we acquire is valid, but there maybe other times that this doesn't happen. As with most things in TOK, there is a spectrum of the extent in which we 'bring something' to the things we learn.

Some AOKs actively encourage this sort of self-inquisition. While artists probably created their art to have a specific meaning, you are often encouraged to come up with your own interpretation of the art, as it may mean something very personal to you according to your background and life experiences. No one person would interpret a work the same way as you, and that is how the AOK of Art intends it. So clearly, some AOKs encourage this sort of interpretation, why might they do so? On the other hand, some AOKs require some very exact and objective interpretation of evidence and knowledge, so it might be that this sort of malleability when we acquire it is undesired. What issues do you foresee might arise when we bring our own interpretation to knowledge acquired? How each AOK deals with the idea of bring our own perspectives into acquired knowledge speaks a lot about its intention and purpose.

The prompt also asks us to consider whether we are really getting the knowledge of the 'true world as it is' or just the way we perceive the world. This is most prominent in the natural sciences where we try to observe the natural world by attempting to minimise our effects on it. We are effective at doing so to various extents, but can we ever really observe something as they are? Similarly, and perhaps even more difficult for the Human Sciences, how can you observe a human being's behaviour knowing that they are being watched, or that they are participating in an experiment? Does this invalidate any findings within the human sciences because we know we might be involved in it? In most cases, knowledge is generated from the lens of humanity - individuals like us! And for the most part, it is consumed by individuals like us as well. Can we ever have knowledge that is independent of humanity so that we are really watching the world as it is, rather than having our own input on it?

Big data and data science is a hot field right now because of exactly this problem - we have too much data and we don't really know how to handle it! You might have experienced this personally during your studies in the IB. Out of a 500 page textbook, what will you choose to learn? You likely won't know every exact detail within that textbook for your exams, but you will understand the key points as it pertains to the syllabus and the key techniques that you need to answer exam problems. In a similar way, people select knowledge they wish to acquire all the time. With the advent of search engines and wikipedias, there are limitless amounts of knowledge to be known, but only so much that we want to know. So it makes sense to ask ourselves, what criteria do we use to select what information we choose to get, what knowledge to acquire? That is the essence of the title.

When we choose some knowledge and leave out others, does this create any risk? What if we were missing out on some important perspectives? We must all have experienced a familiar feeling of thinking we are prepared for an exam, but it turns out that we missed a crucial part of the topic and subsequently bombed the exam. Now imagine this effect magnified to more important applications - in the medical context, how can medical professionals make the most informed decision for their patients? It is not like they can consider all possible available scenarios and knowledge about their condition! Again, it goes to what we consider to be important for us to acquire and so let's think deeply about why we learn some things over other things. Is it interest that is driving us? Practicality?

Finally, one last thing to consider for this topic is what is the point of having more knowledge if most are going to be selected away?

So hopefully these explanations have helped you in deconstructing what initially might appear to be some intimidating prompts! Before you write your essay, make sure you plan it out and select good examples to back up your points. Check out some 10/10 TOK essay examples and identify their strengths will help a lot as well!

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November 2024 TOK Essay Prescribed Titles with Examples and Detailed Explanation

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How To Write A ToK Essay - Updated 2023

Ace your ToK Essay with our expert tips & tricks! Get the latest and greatest techniques on "How To Write A ToK Essay" and impress the IB examiners.📝💡

Table of content

Purpose of tok, assessment of tok, the game plan, execution of the gameplan, planning for tok essay, structure of tok essay, introduction, conclusions, bibliography.

How to write a TOK Essay? 

To answer that, you must familiarise yourself with what a TOK Essay is about.

Before you start reading this article,  Amanda  has some excellent TOK tips for you!

Theory of Knowledge is one of the most meta subjects that IB offers. Despite its complexity, TOK helps in providing a base for holistic learning and allows students to have a multidisciplinary experience. 

To understand TOK is to understand the essence of IB, a task that most people consider unattainable.

But not for you! 

Thank your lucky stars who made you land on Nail IB. How exactly will Nail IB help you? 

Well, nailing International Baccalaureate is something we will discuss later. 

Let's focus on cracking your TOK essay, shall we?

TOK demonstrates how students  can apply their knowledge  with  greater awareness  and  credibility .

Big words, huh? 

Now that we know that we cannot just slide through the Theory of Knowledge, let's understand how we can conquer this battle all guns blazing.

ToK essay’s primary objective is to answer the  why  behind our studies. 

It makes one aware of the real-life implications of their subjects. The students gain greater awareness of their personal and ideological assumptions and appreciate the diversity of different perspectives. It helps the students find their unique perception, a prerequisite for excelling in the IB TOK essays.

Before we dive into our gameplan, let’s overview the rules of the game.

There are two assessment tasks in the TOK: an essay and a presentation . While a presentation encourages students to explore a real-life situation through the lens of TOK, an essay is written on the basis of the various questions provided by the International Baccalaureate Organisation.

• The presentation is to assess a student’s ability to apply TOK thinking to a real-life situation whereas IB TOK essay is more conceptual.
• The essay is externally assessed by IB and must be on any one of the prescribed TOK essay titles issued by the IB for each examination session.
• Word limit of a TOK essay is 1600 words ( excludes extended notes, footnotes, bibliography).

Now that we have unleashed the game, let’s move ahead towards the gameplan of acing both, your presentation and your essay.

One of the fundamental tasks of TOK is to examine different areas of knowledge and find out their similarities and differences.

The TOK essay requires the students to investigate two Areas of Knowledge (AOK)  and two Ways of Knowing   (WOK) . AOKs and WOKs are investigated via questions such as:

• How do we know what we know? (WOK)
• What counts as evidence for X? (AOK)
• How do we judge which is the best model of Y? (WOK)
• What does theory Z mean in the real world? (AOK + WOK)

The aforementioned are  Knowledge Questions  which help combine the Areas of Knowledge and the Ways of Knowing that they are using. This eliminates the superficial way of learning and makes an individual sensitive to the nature of the information.   Our acquisition of Knowledge can be broadly divided into Shared Knowledge and Personal Knowledge.

Shared knowledge: What WE know It is the product of more than one individual. Although individuals contribute to it, shared knowledge does not solely depend upon the contributions of a particular individual—there are possibilities for others to check and amend individual contributions and add to the body of knowledge that already exists.

Personal knowledge: What I know It is essentially dependent on the experiences of a particular individual. Also known as procedural knowledge, it is gained through experience, practice and personal involvement and is intimately bound up with the particular local circumstances of the individual such as biography, interests, values, and so on.

The best hack to ace TOK essay is to develop a habit of making connections between the construction of knowledge, its acquisition and its relevance in the real world. 

After that one needs to develop an interest in understanding the difference between diversity and cultural perspectives and personal assumptions.

One also needs to critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives.

Yes, this is what you signed up for. It may sound a little intimidating but once you get the hang of it you will be able to see the matrix and understand this beautiful world a little better.

Understand that to provide the best version of your writing, it will take you more than one or two drafts. First and foremost, you need to pick your essay topic diligently. Try to choose an essay topic that best interests you. The topic should also allow you to explore the Areas of Knowledge towards which you are naturally inclined. Here are a few sample questions:

a) 'Ways of knowing are a check on our instinctive judgments.' To what extend do you agree with this statement?

b) With reference to two areas of knowledge discuss the way in which shared knowledge can shape their personal knowledge.

c) How can we know if knowledge is produced more through 'Passive Observation' or 'Active-Experiment' within the Human and Natural-sciences under a Mathematical-Perspective?

d) "The whole point of knowledge is to produce both meaning and purpose in our personal lives". Assess the validity of this statement.

Great things take time. It took me more than a couple of weeks to finalize this TOK essay guide. It is completely okay if the first few drafts may not look pleasing or award-winning to you. You will require sharpening your perspective towards the topic each time you polish your draft. Your writing journey from a dull draft to a masterpiece will be a whole process that you will have to be patient with. Have faith in yourself and proceed stepwise.

You need to consider the opinions of others who have devoted hours of research and a lifetime of dedicated studying the topic that surrounds your writing. Unravelling the realms of your mind palace is so Sherlock but let’s not deny the fact that at times, Watson is the one whose expertise helps Sherlock through pretty difficult times. I mean even Batman needs a Robin. In support of my awesome sauce examples, the point I am trying to make is that  finding support for our claims and counterclaims through research is a good thing .

Use real-life examples to support your claims and counterclaims. These examples need to be documented researched examples like studies, experiments, articles, presentations by well-known people, etc. Examples that stem from your diploma subjects are highly encouraged, but those will need to be supported by research as well.   

It is suggested that you choose a title, stick to it, tackle it and not be afraid. Do not change your mind unless there is a good reason. Also, try choosing Areas of knowledge that you truly enjoy. You know slaying a known devil is much easier than an unknown one. Allot a TIMELINE to your essay. Start with creating an outline of your essay. This will help you to track your progress and accomplish your goals

You can use tools like  Trello  to organize your ideas and plan your TOK essay.

Areas of Knowledge (AOKs): TOK distinguishes between eight areas of knowledge. They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. It is suggested that students study and explore six of these eight.

Ways of knowing (WOKs): TOK identifies eight specific WOKs- language, sense perception, emotion, reason, imagination, faith, intuition, and memory. It is suggested that studying four of these eight in-depth would be appropriate. WOKs underlie the methodology of the areas of knowledge and provide a basis for personal knowledge.

Moving ahead, let us discuss the structure of your TOK essay.

Your essay will consist of 4 broad segregations

Before breaking down further on the pillars, keep the following in mind

• Please note what the TOK essay title is asking you. (Read it a couple of times. We highly recommend that you brainstorm ideas with your TOK coordinator)
• Make sure you understand the command term and the question it is asking.
• What kind of knowledge is being elicited?
• When choosing your areas of knowledge (AoK) and ways of knowing (WoK) make sure that you are able to draw contrasts and comparisons, that is, you are able to find evidence that supports as well as challenges your claims.
• Identify key terms in your TOK essay title. Make sure you define them. Your essay will gravitate around them. Key terms/words in your titles are your essay anchors. Your response should be built around them.
• Your writing skills come in handy while you work on your IB TOK essay. Like any other essay make sure you have proper thesis statements and topic sentences to guide the evaluator through your work.
• Respect the TOK essay title. Rephrasing the topic is not encouraged . Your main job is to address the title.

Introduce your topic accurately and state your thesis statement for the essay carefully.  A thesis statement is like a teaser to your entire essay wherein you define your key terms and introduce your interpretation of the question. Make sure that you do not reword the prescribed title in your thesis. Instead, it needs to, as the word says, INTRODUCE your readers to what your essay is about. A strong introduction allows the reader to deduce what knowledge question(s) you are trying to answer.

So, in a nutshell

• Write interesting things about the given TOK essay title .
• Define key terms
• Narrow in on the particularly interesting aspect
• State your thesis statement . This will be your short answer to your given title if you don't know how to write a killer thesis statement check out this blog from SparkNotes .
• State your Roadmap. This will help the readers in understanding the direction of your essay.

The body can be mainly divided into 3 segments.

Body (1st Segment)

• AoK Claim:  Here you investigate your first Area of Knowledge and draw parallels between your AoK and the question. This is done by stating your claim. Claims can be general in nature and need not reference a particular area of knowledge. They help you shape your essay and investigate the question further. 
• Evidence: Example of a real-life situation, describe thoroughly and accurately, which supports your stated claim. (AoK)
• Counter-Claim: State your counter-claim: like claims, those can be general and need not reference a particular area of knowledge. Counterclaim helps you show the other side the coin and gives your essay a holistic nature. 
• Evidence: A referenced real-life situation/example. Describe thoroughly and accurately, show how this supports your counterclaim (AoK ).
• Don’t forget to weave in your WoKs:  You need to take into account the source of your knowledge. Here you can also investigate if your nature of acquiring the knowledge has, in any way, affected it. It is good practice to question if your knowledge would be different had it been acquired through a different source/method
• Mini-conclusion: Here you analyze your examples in reference to your claims and counterclaims. You must connect to your thesis statement and the prescribed title. How does your proposed argument, in this particular part of the body, connect to the prescribed title and the knowledge questions you are trying to answer?

Body (2): Follow the above process for your second AOK.

• Use this part of your essay to compare and contrast your varying AoKs. You need to connect them to your thesis and your prescribed title clearly showing how your arguments respond to the PT.

Your conclusion section will make your essay come together. It is the glue that will make your essay stick together. Herein, you need to

• Reiterate your thesis (initial response).
• Use your mini conclusions to write a final conclusion.
• Tell the reader what the significance is for knowing what we know in this particular PT.
• Discuss implications as well.
• Offer another perspective, how will the perspective of a different person affect the claims/counterclaims you make in the essay?
• Don’t forget to make the end strong.

We recommend all the ib students use the  citation machine  (It's FREE) to organize or generate a bibliography for your TOK essay. Please go through this extensive guide provided by the IB before you start working on your citations.

If you are still struggling heaps with your TOK essay feel free to subscribe to our tok notes bundles or get access to more than 500+ IBDP notes and past papers here .

Nail IB is your virtual companion that helps you hustle through your diploma and provide you with the right resources at the right time. To know more about acing IB, click  here .

I hope this article will become the foundation for figuring out how to write a TOK Essay.

Remember to have faith in yourself.

I hope you NAIL your TOK essay!

Quoting the great Napolean Hill

"Whatever the mind of a man can conceive and believe, it can achieve."

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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.

Learn more about theory of knowledge . You can also find examples of TOK essay titles and read about how the IB sets deadlines for TOK .

You may also be interested in the other components of the DP core: creativity, activity, service (CAS) and the extended essay .

Learn more about TOK in a DP workshop for teachers . 

DP subject briefs

Find out about what each subject offers within the Diploma Programme (DP).

Our DP subject briefs—for both standard and higher level—contain information about core requirements, aims and assessment.

• Explore the DP subject briefs

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IB TOK Essay examples

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Filter exemplars, to what extent is the knowledge we produce determined by the methodologies we use discuss with reference to history and one area of 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., want to get full marks for your tok essay allow us to review it for you 🎯, is replicability necessary in the production of knowledge discuss with reference to two areas of knowledge., 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., are visual representations always helpful in the communication of knowledge discuss with reference to the human sciences and mathematics., fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, tok essay: 5. “how can we distinguish between good and bad interpretations discuss with reference to the arts and one other area of knowledge”, 如果我们是在排除某些信息和声音的“信息同温层”里获取知识，这有关系吗请参考两个知识领域展开你的应答。, does it matter if our knowledge acquisition happens in "bubbles" where some information and voices are excluded discuss with reference to two areas of knowledge., is replicability necessary in the production of knowledge discuss with reference to two areas of knowledge, do you agree that it is “astonishing that so little knowledge can give us so much power” (bertrand russell) discuss with reference to the natural sciences and one other area of 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., to what extent is the knowledge weproduce determined by the methodologieswe use, 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 natural science., êtes-vous d'accord qu'il est "étonnant que si peu de connaissance puissent nous donner autant de pouvoir" (bertrand russell) - discutez cette question en faisant référence aux sciences naturelles et à un autre domaine de la connaissance, est-il important que notre acquisition des connaissances se fasse dans des « bulles » où certaines informations et certaines voix sont exclues discutez cette question en faisant référence à deux domaines de la connaissance., 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., is replicability necessary in the production of knowledge discuss with reference to two area of knowledge, are visual representations always helpful in communicating knowledge discuss with reference to the human sciences and mathematics., are visual representations always useful in 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, do you agree that it is "astonishing that so little knowledge can give us so much power" (bertrand russell) discuss with reference to the natural sciences and one other area of knowledge., is replicability necessary in the production of knowledge, is replication necessary in the production of knowledge discuss with reference to two aoks..

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THEORY OF KNOWLEDGE 2023

A comprehensive guide.

THEORY OF KNOWLEDGE

Tok curriculum.

Discover the TOK curriculum and its components, including knowledge questions, areas of knowledge, and ways of knowing.

TOK Essay Tips

Learn essential tips and techniques for writing an impressive TOK essay that effectively addresses knowledge issues and receives high marks.

TOK Presentation

Get guidance on how to deliver an engaging TOK presentation that effectively communicates.

TOK Resources

Resources to explore TOK concepts and expand your knowledge: books, articles, and websites.

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TOK ESSAY TITLES 2024

Tok essay title 1 may 2024.

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

TOK ESSAY TITLE 2 MAY 2024

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.

TOK ESSAY TITLE 3 MAY 2024

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.

TOK ESSAY TITLE 4 MAY 2024

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.

TOK ESSAY TITLE 5 MAY 2024

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

TOK ESSAY TITLE 6 MAY 2024

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.

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Our training programs in TOK and critical thinking are tailored to meet the needs of both specialized teachers and regular faculty members. We have collaborated with schools worldwide, assisting them in incorporating engaging, relevant, and effective TOK and critical thinking practices throughout their curriculum. Additionally, we provide free and premium webinars on TOK, along with a comprehensive collection of videos available on our YouTube channel for you to explore.

Explore the course

The Core Theme

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Explore our extensive range of free course materials covering every aspect of the TOK course. Delve into the core theme, “knowledge & the knower,” as well as the optional themes like indigenous societies, language, politics, religion, and technology. Additionally, explore the various areas of knowledge such as the arts, history, human sciences, mathematics, and natural sciences. As a faculty member of our site, you’ll have exclusive access to our exploration point documents, providing in-depth insights into each component of TOK.

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Gain access to a wide array of free sample materials that showcase our approach and the type of resources available to site members for delivering the TOK course. Explore our comprehensive selection of classroom-ready lessons, organized into three distinct courses. Take a look at our TOK-world resources, designed to empower students to take ownership of their TOK journey. Additionally, discover how our real-world resources establish meaningful connections between learning and current events and issues. Download these samples to get a firsthand experience of our offerings.

Testimonials

Rahul kapoor.

Studying TOK has been an enlightening journey. It has challenged my perspectives, sharpened my critical thinking skills, and expanded my understanding of knowledge. I highly recommend this course to all IB students.

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Emily johnson.

TOK has been an incredibly thought-provoking course for me. It has pushed me to question everything and explore different ways of knowing. This course has truly transformed the way I approach learning and understanding the world.

María Santos

Studying TOK has opened my mind to the diverse ways in which knowledge is constructed and evaluated. It has challenged my preconceived notions and deepened my appreciation for the complexity of knowledge.

Ishita Sharma

TOK has made me realise the power of questioning and the importance of having an open mind. It has encouraged me to explore different viewpoints and engage in meaningful discussions.

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Learn more from, frequently asked questions.

Theory of Knowledge (TOK) is an interdisciplinary course offered as part of the International Baccalaureate (IB) Diploma Programme. It delves into the nature of knowledge, how it is acquired, and the ways in which it is justified. TOK fosters critical thinking, reflection, and exploration of different ways of knowing and areas of knowledge.

TOK offers invaluable skills for intellectual and personal growth. It enhances critical thinking, nurtures an appreciation for diverse perspectives, and encourages curiosity. By engaging with TOK, students develop abilities that are highly beneficial for higher education, such as analyzing arguments, evaluating evidence, and constructing well-reasoned viewpoints.

TOK is assessed through an externally moderated essay and an oral presentation. The TOK essay requires students to critically analyze a prescribed title or develop a self-chosen title related to TOK. The oral presentation provides an opportunity for students to explore a real-life situation from a TOK perspective and engage in a thoughtful discussion.

TOK equips students with critical thinking skills that can be applied to everyday life. It enables individuals to navigate complex issues, evaluate sources of information, and make informed decisions. The skills and perspectives cultivated in TOK are highly transferable, benefiting students in university studies, career paths, and active engagement with the world.

Absolutely! TOK emphasizes the importance of effective communication in conveying ideas and arguments. It encourages students to express themselves clearly, develop coherent arguments, and support them with evidence. Through the oral presentation component and essay writing, TOK hones students’ communication skills, enabling them to articulate their thoughts with precision and clarity.

Mastering ToK Essay Structure: A Comprehensive Guide

• December 5, 2023
• Student Support , ToK Essay

Introduction to ToK Essay Structure

December is the busy essay writing season for May session schools! I’ve been reading ToK Essays from students all over the world in which I am frequently seeing problems of structuring the ToK Essay effectively. This post aims to address the often-asked question, “ How do I structure my ToK Essay? “

The International Baccalaureate (IB) doesn’t prescribe a single structure for the ToK Essay. They require that you “ provide a clear, coherent and critical exploration of the essay title ” (IB ToK Essay Assessment Instrument, 2020) Achieving this requires a well-thought-out structure that fosters clarity, coherence, and critical exploration. Let’s break down the essentials that every ToK Essay should include, regardless of the chosen title or structure.

Essential Elements of ToK Essays

• Knowledge Arguments (or Knowledge Claims): For each Area of Knowledge (AoK) considered, formulate at least one main knowledge argument or claim.
• Real World Examples: Illustrate your knowledge arguments with real-world examples, which may also include evaluation points.
• Evaluation Points: Consider alternative viewpoints to your knowledge claims. These are crucial for a balanced and critical exploration.
• Implications: Reflect on the implications of your arguments and any conclusions you reach.

These four elements are non-negotiable in any ToK Essay.

Additional Components for Enhanced Essays

• Definitions of Key Concepts: Best integrated within your knowledge arguments.
• Thesis Statement: A sentence summarizing the essay’s main argument. Typically found in the introduction, it helps organise your arguments and maintains coherence.
• Unpacking the Prescribed Title (PT) in the Introduction: Offer your interpretation and explanation of the essay question here.

For a more detailed exploration, refer to my e-book, “ How to Write the ToK Essay in 6 Easy Steps ” linked here

Common ToK Essay Structure

A widely used structure, found in about 75-80% of ToK Essays, looks like this:

This structure is effective for most Prescribed Titles and can lead to high scores.

Alternative Structure for Deeper Analysis

Some students opt for a different approach:

This structure cleverly uses the Knowledge Argument against PT in AoK 2 as evaluation points for the argument supporting PT in AoK 1. This method allows for a more in-depth comparative analysis and potentially higher scores.

Remember, the optimal structure for your ToK Essay is one that enables you to “provide a clear, coherent and critical exploration of the essay title”. For further assistance with essay structures and content, consult my e-book “How to Write the ToK Essay in 6 Easy Steps” or detailed notes for each ToK Essay this season (links in the video description).

Embarking on your ToK Essay journey with a clear understanding of its structure is key to success. Happy writing, and remember, the path to knowledge is as much about the journey as the destination!

Stay TokTastic,

Daniel, Lisbon, Dec 23

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May 2023 TOK essay prescribed title #5 – key terms

Published by author on september 27, 2022 september 27, 2022.

Once you get the set of prescribed titles for your cohort, the first step is going through each one and analyzing the key terms.

5. Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.

“ Are visual representations always helpful ” – Make sure that your essay clearly answers this question.  Your investigation of different AOKs and different specific examples throughout your answer may lead to multiple answers to the question which is perfectly fine.  Your essay does not have to have one definitive answer to this question – in fact an essay that has one definitive answer to this question is likely flawed.

“ visual representations ” – charts, diagrams, models of the atom, maps, a painting of a WWI battle are a few examples of visual representations. Models of the atom, for example, can be helpful in explaining some characteristics of the atom but the model may simply or exclude key aspects of the atom.  A painting of the battle of the Somme in WWI may provide some information about it, but what if the painter was not at the battle or did not even fight in WWI?  Even if the painter had been in the battle, his or her depiction of the situation might be affected by bias, limited information, patriotism, etc.

“ always ” – there may be nothing in TOK that you could argue is “always” anything.  Successful essays avoid one-sided arguments and should look at a situation and a prescribed title from a variety of angles / perspectives.

“ helpful ” – if you choose May 2023 TOK prescribed title #5 you could view “helpful” in a number of different ways.  However, all of these ways should be directly connected to knowledge . Look closely at specific examples where visual representations are helpful or are not helpful in the production or acquisition of knowledge.   

“ communication of knowledge ” – there are many different ways in which knowledge can be communicated. Analyze specific examples where visual representations play a role in communicating knowledge and look at the precise way knowledge is communicated. Make sure you can evaluate whether or not it is helpful.

TOK prescribed titles frequently use phrases such as the “sharing of knowledge” and the “acquisition of knowledge” but May 2023 prescribed title #5 may be the first time that the phrase “communication of knowledge” has been used.  “Communication of knowledge” can include both “sharing” and “acquisition” though. 

May 2023 TOK essay #5 should only discuss the AOK(s) mentioned in the prescribed title.

Related Posts

May 2023 tok essay prescribed title #3 specific example – indigenous people of northern japan.

Article: “Japan’s forgotten indigenous people” http://www.bbc.com/travel/story/20200519-japans-forgotten-indigenous-people In the Japanese school curriculum (set by the central government in Tokyo) there is very little time and space spent on the Ainu, an indigenous group that has almost Read more…

May 2023 TOK essay prescribed title #1 specific example – Japanese myth on the birth of Japan.

The extract below is a translated Japanese creation myth in an ancient text named Kojiki. The original text is written in an type of writing that the vast majority of modern Japanese people cannot read. Read more…

May 2023 TOK essay prescribed title #4 specific example – photo of an execution during the Vietnam War.

Eddie Adams’ iconic Vietnam War photo: What happened next https://www.bbc.com/news/world-us-canada-42864421 Consider the different aspects where is there “a little knowledge” regarding the photo and the actual incident. Then look into the larger question that is Read more…

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35 TOK Exhibition Prompts: The Complete List Updated

by  Antony W

January 4, 2024

The Theory of Knowledge Exhibition is a new assessment in the TOK syllabus. It replaces the TOK presentation and account for a third of the total marks for the TOK.

Assessed internally and moderated externally, the aim of the assessment is to help students demonstrate how Theory of Knowledge concepts manifest in the real world.

In addition to identifying the 3 objects for the exhibition , students have to choose one IA prompt from the 35 topics and then show the link between the selected objects and the IA prompt in a 950-word commentary .

In this lesson, you’ll learn how to choose the best IA prompt for your TOK exhibition so that you can have an easy time exploring your objects and writing the commentary.

What Are TOK Exhibition Prompts in IA?

The TOK exhibition prompts in IA are open questions a student has to explore in their commentary.

It’s important to note that ToK essay titles are different from IA prompts in the sense that while essay titles are subject to change, IA prompt remains the same each year.

In the context of the Theory of Knowledge exhibition, the IA prompt you choose should link back to the 3 objects and use context of either the core theme or one of the optional themes to how TOK manifests itself in the real world.

The IA prompt you choose will determine the design and methodology you use to use to arrive at your interpretation of the objects or the images of the objects that you choose for the exhibition.

How to Choose The Best IA Prompt for Your TOK Exhibition

According to the TOK exhibition guide, you have to choose only one question from the 35 IA topics. Yet given that 35 means a lot of option, it’s easy to get lost in a world of possibilities . 

However, if you apply the right filter to each prompt, you’ll not only understand them better but also find an IA prompt that you can explore within the context of the core theme or one of the optional themes in TOK.

1. Reading Each Prompt

Reading the 35 IA prompts one at a time can be time consuming, but that’s the only best way to know the concept behind each question as it relates to the Theory of Knowledge.

Some aspects will link to just one prompt and some may have a closer link to several of the 35 IA prompts. 

2. Picking a Prompt

Once you have a clear concept of the IA prompts, look at them once again and then identify what would work best for you.

It’s best to choose a prompt that interests you or one that has a concept that you already find interesting enough to explore.

If a prompt resonates with your experiences in and outside school, go with it.

3. Relating Your IA Prompt to a Theme

The IB TOK guide requires that you set your exhibition within the context of one of the optional themes or the core theme.

So it’s important to make sure that the IA prompt that you choose is one that you can easily relate to the themes.

You can take this even further and explore the IA prompt in relation to real life situations .

Doing so will go a long way to give you a clear idea about the objects to choose and what your exhibition should be about.

TOK Exhibition Prompts List

1. What counts as knowledge?

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

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

4. On what grounds might we doubt a claim?

5. What counts as good evidence for a claim?

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

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

8. To what extent is certainty attainable?

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

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

11. Can new knowledge change established values or beliefs?

12. Is bias inevitable in the production of knowledge?

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

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

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

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

17. Why do we seek knowledge?

18. Are some things unknowable?

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

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

21. What is the relationship between knowledge and culture?

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

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

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

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

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

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

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

29. Who owns knowledge?

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

31. How can we judge when evidence is adequate?

32. What makes a good explanation?

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

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

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

Frequently Asked Questions

1. are there more than 35 prompts.

No, there are only 35 IA prompts for the exhibition and you cannot add to the list. Your teacher expects you to choose only one prompt from the list and relate it to all the three objects.

2. Can I Change the Wording a Prompt?

The IB TOK guide states explicitly that you should not reword any title (question) provided in the prompt. Use them exactly as prescribed.

3. Where Can I Find the Prompts?

Check page 40 to 41 of the ToK syllabus guide. If you don’t have access to the guide, ask your teacher to share a copy with you. Or you can ask them to share only a list of the IA prompts in a separate document.

4. What’s the Right Way to Link the Prompt to the ToK Course?

The new assessment requires you to explore your Internal Assessment prompt within the context of one of the core themes (language, technology, indigenous societies, religion, and politics) or the core theme (knowledge and the knower).

Therefore, the best way to relate your IA prompt to the TOK course is to think of it in terms of either of the two themes.

5. Can You Help Me Write the Exhibition?

You can hire an exhibition writer on Help for Assessment to complete the project for you. Our experts will help you every step of the way to get the assignment completed in time.

What makes our service different from the other similar companies online is our systematic approach to the assignment.

We search for a suitable prompt for your assignment. We then identify an appropriate theme for the prompt and choose 3 related objects.

Our research process follows where we explore the most relevant information that not only best describes these objects but also demonstrate their real-world context.

Our experts even create an outline suitable for the commentary, making sure we compress each section within the expected word limit. We then use the right format to write a comprehensive commentary that how the TOK exhibition manifests itself in the real world.

3. Can You Complete a ToK Essay for Me?

We've helped many students to complete their ToK essays on time.

So if you're struggling with the same, you can order ToK essay online on our platform and one of our experts will help you complete the task in good time. 

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

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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20 responses to “explained: may 2024 tok essay prescribed titles”.

Hi, when will you deconstruct #6? Much appreciated.

I just did! Hope it helps.

Thank you so much!

hello! when will you deconstruct #2? would really really appreciate it !!!

Just posted!

Hi when will you deconstruct No. 5? Much appreciated.

Could you please deconstruct no5. ?

Check it out!

Please Please deconstruct 5 ASAP, first draft due in 5 days!!!! Thanks!

I just did! It’s a very interesting title.

Hi, when will you deconstruct #3? Much appreciated.

I have just posted this. Thanks!

Hi, when will you deconstruct #4? Thanks!

Just updated!

Hi, is there more in depth analysis of title 4 coming?

Sorry it took a while, but it’s here now!

I have a question, for PT3, so what will be our possible counterclaim? is it another factor that will make it slow? or find another RLS that show sometimes fresh ideas can be adopted fast ?

I would reread the prescribe title. The title is asking you “why”. So all you need to do is propose different sorts of reasons as to why this slowness occurs. You don’t need to challenge the assumption within the title that it is slow. Accept that it is slow, and propose various ideas for why that is the case according to the properties of your chosen AOK.

Could you explain how you would format number One. Would I only be talking about two examples one for each AOK and what about them? Introduction, aok 1 and aok2 and conclusions

For sure! You should refer to my article on structuring for TOK Essay for more details. In general though, you can approach this prompt with two examples for each AOK, with one example about subjectivity being overly celebrated, and one not in the arts, while for history, it would be one where it is condemned unfairly vs not.

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By more than two-to-one, Americans support U.S. government banning TikTok

More than twice as many Americans support the U.S. government banning TikTok as oppose it (50% vs. 22%), though a sizable share (28%) are not sure, according to a new Pew Research Center survey that comes amid intensifying scrutiny of the Chinese-owned video-sharing app.

In recent weeks, the Biden administration has called on TikTok’s parent company , ByteDance, to either sell the app or face a possible ban in the United States because of concerns about data privacy and national security. The White House has also signaled its support for draft legislation in the House of Representatives that would allow the federal government to regulate or ban technology produced by some foreign countries, such as TikTok. The federal government and multiple states have also already banned TikTok on government devices .

Support for a government ban on TikTok is higher among Republicans and independents who lean toward the Republican Party than among Democrats and Democratic leaners (60% vs. 43%). It’s particularly high among conservative Republicans (70%) and less so among moderate or liberal Republicans (46%). Among Democrats, conservatives and moderates are more supportive of a ban than liberals (49% vs. 36%).

Older Americans are much more supportive of banning the platform than younger ones: 71% of those ages 65 and older support it, compared with 54% of those ages 50 to 64 and fewer than half of adults under 50. Those under 30 stand out for being the only age group in which more people oppose banning the platform than support it (46% vs. 29%).

Pew Research Center has measured American attitudes toward China for more than two decades. We undertook this analysis as part of a larger study of Americans’ foreign policy attitudes.

For this analysis, we surveyed 3,576 U.S. adults from March 20-26, 2023. Everyone who took part in this survey is a member of Pew Research Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way, nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories.  Read more about the ATP’s methodology .

For this research, all respondents were asked a multiple-choice knowledge question about where TikTok’s parent company, ByteDance, is based. They were all then asked another technology-related knowledge question (“What is the name of Google’s parent company?”) as well as a question about their own TikTok usage. Respondents were then asked 14 questions about U.S. foreign policy and image before they were asked about their support or opposition to the U.S. government banning TikTok.

Here are the questions used for the report , along with responses, and the survey methodology .

Some of these age differences are related to use of TikTok. Younger people are more likely to be TikTok users: In a 2021 Pew Research Center survey , 48% of U.S. adults ages 18 to 29 said they used the platform, compared with 21% among adults overall.

Users of the platform are less supportive of banning it than non-users, according to the new survey. Still, about one-in-five adult TikTok users (19%) say they support a U.S. government ban of the app; 60% of non-users say the same. However, even among non-users, older people are more supportive of a ban.

TikTok use also plays a role within each party. Similarly low shares of Republicans and Democrats who use TikTok support a ban (21% and 18%, respectively). But among non-users, Republicans are significantly more likely than Democrats to support a ban (70% vs. 54%).

Most Americans know TikTok is owned by a company based in China

Americans who are aware that TikTok is owned by the China-based company ByteDance are particularly likely to support banning it.

In a multiple-choice knowledge question included in the new survey, 64% of Americans correctly identify China as the country in which TikTok’s parent company is located. Nearly a third are not sure, while the remainder choose an incorrect country. (The survey was in the field while TikTok CEO Shou Zi Chew was testifying before Congress .)

Adults under 30 are somewhat less likely than older Americans to know where TikTok’s parent company is based, as are those with lower levels of education. Republicans and Democrats are about equally likely to know of TikTok’s connection to China, but conservative Republicans and liberal Democrats are more likely to answer correctly than their moderate counterparts in each party. TikTok users are slightly less likely to know where the app’s parent company is based than non-users (60% vs. 66%).

Notably, a higher share of Americans correctly identify the location of TikTok’s parent company than the name of Google’s parent company, Alphabet, when presented with a similar multiple-choice knowledge question. Only around a third of Americans (35%) correctly name Alphabet as the company that owns Google – though in this case, younger Americans were more likely than older Americans to answer correctly.

More broadly, Americans’ views of China are also related to support for banning TikTok. Adults who have an unfavorable view of China are much more likely to support a TikTok ban than those who see the country positively (54% vs. 27%). Those who have a very unfavorable view of China are particularly likely to support a ban, compared with those with a somewhat unfavorable view of the country (66% vs. 40%).

Americans are skeptical of Chinese social media companies

The new survey also finds that Americans don’t trust Chinese social media companies. Nearly nine-in-ten (88%) say they have little or no confidence in Chinese social media companies to follow what their privacy policies say they will do with personal information, including 59% who say they have no confidence at all. A large majority (87%) also don’t believe that Chinese social media companies will use their personal information in ways that they feel comfortable with – including 58% who have no confidence at all in these companies to handle their data.

Some of this reflects general skepticism about how social media companies operate, rather than sentiments toward China specifically. Large shares of Americans also have little or no confidence in American social media companies to follow privacy policies (75%) or to use their personal information in ways they feel comfortable with (78%). However, only around a third of U.S. adults say they have no confidence at all in American companies, in contrast with the majorities who say the same about Chinese companies.

Older adults and conservative Republicans are especially likely to say they have no confidence at all in Chinese social media companies to follow privacy policies or use their personal information appropriately.

Note: Here are the questions used for the report , along with responses, and the survey methodology .

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