What’s the Point of the Optional Themes in ToK?

After teaching the most recent iteration of the ToK course a few times I have started to ask What’s the point of the Optional Themes in ToK? Given that these themes are not formally assessed, it can seem like they require additional work for little tangible reward. So, what role do these Optional Themes really play, and should students and ToK Teachers give them serious attention?

This blogpost is accompanied by the video linked here, and below.

The Origins of the Question

This question isn’t just a random musing; it arises from practical experience in teaching ToK. Recently, I explored different models for structuring the ToK course, including a preferred sequencing method that I’ve used for years. One detail that sparked discussion was my choice to teach one of the Optional Themes after students have completed their Exhibition. Traditionally, the International Baccalaureate (IB) recommends that students base their Exhibition on one of the Optional Themes, as this is believed to make it easier for students to see how ToK concepts manifest in the world.

However, I’ve found that adhering strictly to this recommendation might not always be beneficial. Let me explain why.

The Role of Optional Themes in the Exhibition

The IB suggests that linking the Exhibition to an Optional Theme can bring coherence and clarity to the task. However, my experience has shown that this approach sometimes adds unnecessary complexity for students. The Exhibition already demands that students choose a prompt and justify the inclusion of three objects, each linked to that prompt. Adding an Optional Theme into the mix can further confuse students, who are already trying to navigate the nuances of the Exhibition requirements.

It’s important to note that the Exhibition Assessment Instrument doesn’t credit students for integrating an Optional Theme. The focus is on the justification of each object, which is where students can demonstrate their understanding of knowledge and its applications. These justifications, in my view, benefit more from a solid grasp of Areas of Knowledge (AoKs) than from the Optional Themes. The AoKs provide students with the necessary tools to understand how knowledge is created and why it matters, which is crucial for crafting strong justifications.

So, What’s the Point of the Optional Themes?

Given that Optional Themes don’t directly contribute to the formal assessment, why should they matter? First, it’s essential to clarify that I am not against the Optional Themes. On the contrary, I find them incredibly valuable and enriching. Themes like Knowledge & Language, Knowledge & Technology, and Knowledge & Politics offer students a broader perspective on how knowledge interacts with different aspects of our lives.

For example, the Knowledge & Language theme, inspired by Wittgenstein’s philosophy, could arguably be a compulsory element of ToK, given its deep relevance to understanding knowledge itself. Knowledge & Technology is another highly relevant theme in our so-called technological age, provoking debates about whether we are genuinely living in such an era or merely perceiving it that way.

However, despite their richness, these themes are not required for either the Exhibition or the Essay. Students can achieve top marks without ever referencing an Optional Theme, which raises a broader question about the function of assessment in ToK.

The Current Function of Assessment in ToK

The evolution of ToK assessment has significantly influenced how the course is taught. Those of us who have been involved in ToK for over 15 years will remember a time when the course was more exploratory and less tightly bound by assessment criteria. Back then, ToK was not a pass-fail condition for the Diploma Programme (DP), allowing for more open-ended, creative approaches, including ToK drama and even dance pieces.

Since ToK became a pass-fail condition, the emphasis has shifted towards reliability in assessment, which, while important, has narrowed the scope for exploration and reflection. This shift has, in a sense, “un-ToKed” ToK, stripping away some of the course’s original spirit.

Has ToK “un-Toked”

itself?

A Possible Way Forward

When the IB made ToK and the Extended Essay (EE) pass-fail conditions, it was to ensure that schools delivered these core elements properly. Whilst this intention is valid, the unintended consequence has been a more rigid approach to teaching ToK. Perhaps a better solution would be for the IB to place the responsibility for core delivery on schools rather than students. If a school is found lacking in its delivery of ToK, this should be addressed in the school’s evaluation report, with appropriate follow-up.

In such a scenario, the Optional Themes would have a clearer purpose: enriching students’ understanding of ToK without the pressure of pass-fail assessment. This would allow teachers to take a more open-ended, exploratory approach to the course, ultimately benefiting students’ overall grasp of Theory of Knowledge.

Conclusion

The Optional Themes in ToK might not contribute directly to formal assessments, but they are far from pointless. They offer students an opportunity to explore how knowledge interacts with different facets of life, enriching their understanding of the world. Whilst the current assessment model may not fully reflect the value of these themes, they remain a useful part of the ToK experience, helping students to see the broader implications of what they learn.

In the end, the point of the Optional Themes may not be about assessment at all, but rather about expanding the horizons of students’ thinking—a goal that lies at the very heart of ToK.

Please feel free to contact me with thoughts, suggestions, or requests for support: Daniel@TokToday.com.