The Most Recent Evidence Could Be Very Wrong (PT#6 May 24)
Barbara McClintock and the Tale of "Jumping Genes"
Anecdotally, the phrase "the most recent evidence is strongest" often guides our understanding. But what if the most recent evidence is actually wrong? This question could be discussed in ToK Essay 6, including the seminal work of geneticist Barbara McClintock and her discovery of "jumping genes," or transposons.
Challenging the Status Quo
In the mid-20th century, the prevailing genetic theory posited that genes were static entities, fixed in place on chromosomes. The most recent evidence, comprising years of research and experiments, strongly supported this theory. Into this orthodoxy stepped Barbara McClintock, equipped with her work on maize (corn) genetics. Her findings suggested something revolutionary—that genes could "jump" from one location to another on the chromosome.
Defying the Evidence
McClintock's research faced overwhelming scepticism. After all, the most recent evidence seemed to directly contradict her claims. She discovered that during the process of cell division, certain genes changed their position, thereby altering the cell's genetic instructions. This dynamic rearrangement, far removed from the static model, was not only groundbreaking but also counter to every piece of prevailing evidence in genetics at the time.
Vindication and a Nobel Prize
Initially, her work was so contrary to existing paradigms that it took decades for the scientific community to catch up. It wasn't until the 1970s and 1980s that more advanced technology and new forms of evidence verified her claims. In 1983, McClintock was awarded the Nobel Prize in Physiology or Medicine for her work on transposons, finally vindicating her years of isolated research.
Thoughts for ToK Essay 6
This story could be a useful real world example for ToK Essay 6. It reminds us that evidence is not a static concept. What is considered the "most recent evidence (strongest)" today could very well be discredited tomorrow. Barbara McClintock's journey demonstrates the scientific courage required to challenge prevailing evidence and push the boundaries of what we consider to be the most accurate knowledge.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 6 Guidance Notes, in these notes we cover the basics of the relationship between the recency of evidence and its strengths. We also look at some of the higher level arguments on the different types of evidence, and how this changes what we might define as its ‘strengths’. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September
Detailed guidance video for Essay #6 May 24
Different Forms of Knowledge Have Different Forms of Evidence: Thinking about ToK Essay 6
The concept that different forms of knowledge require different forms of evidence is an approach that could be explored in ToK Essay 6 May 24. IIt could be argued that knowledge and evidence are mutually inclusive concepts, albeit in complex ways.
As such, I thought it would be useful to look at a few different types, or forms, of knowledge, and the evidence from which they are constituted.
Scientific Knowledge
Arguably the most rigorous in its demand for evidence, scientific knowledge hinges on empirical data produced by the scientific method. Through the scientific method—observation, hypothesis, experiment, and analysis—evidence is amassed and evaluated, allowing theories to be refined or refuted.
Artistic Knowledge
In many ways, artistic knowledge could present a nice contrast. It doesn't always rely on empirical evidence, but possibly on subjective experience and intuition. The evidence here is interpretative, assessed through the emotional and intellectual response of the audience.
Emotional Knowledge
In understanding ourselves and others, emotional intelligence plays a role that is difficult to quantify. Here, evidence often comes in the form of interpersonal experiences and self-reflection, far removed from empirical scrutiny but essential to our social fabric.
Physical Knowledge
Sports and physical activities bring forth another form of knowledge, one that is gained through practice and muscle memory. The evidence for this kind of knowledge is experiential and somatic; your body "knows" how to execute a specific move, guided by countless repetitions and incremental improvements.
Philosophical Knowledge
Lastly, philosophical knowledge stands out as it frequently relies on logical reasoning and dialectics. Its evidence takes shape in compelling arguments, rigorous debate, and the careful sifting of premises and conclusions.
The types of evidence required for different forms of knowledge can range from hard data to lived experience. It may be useful to develop arguments along these lines when considering whether the recency of evidence influences its “strength” in ToK Essay 6.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 6 Guidance Notes, in these notes we cover the basics of the relationship between the recency of evidence and its strengths. We also look at some of the higher level arguments on the different types of evidence, and how this changes what we might define as its ‘strengths’. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 2023
Detailed guidance video for ToK Essay 6 May 24
Overview thoughts with Gareth Stevens on ToK Essay 6 May 24
Do We Need Knowledge, or Is Knowledge the Need? (PT 5 May 24)
When it comes to the role of custodians of knowledge, a key question we must ask is: What needs do these custodians fulfil? This leads us to a deeper, more complex question: Do we need knowledge, or is knowledge itself the need? This blog post starts to explore this question, focusing on the dual elements of need and custodians of knowledge.
The Range of Needs Fulfilled by Knowledge
Knowledge serves a multitude of functions, and custodians of knowledge, arguably, play a key role in this dynamic. From solving tangible problems to making informed decisions, knowledge fulfils practical needs. Here, custodians of knowledge step in as protective stewards, managing, preserving, and disseminating this vital resource. But the need for knowledge extends beyond these pragmatic demands. Knowledge also meets abstract needs, such as emotional solace and existential fulfilment. When custodians of knowledge safeguard the collective wisdom of humanity, they are helping to fulifll a rich spectrum of human needs.
Knowledge as the Source of Needs
Interestingly, it’s possible that the need for knowledge might be born from knowledge itself. The more we learn, the more gaps we identify, perpetuating a cycle where the pursuit of knowledge generates new needs. Here, the role of custodians of knowledge becomes paradoxical. In fulfilling our need for knowledge, they may inadvertently create more needs that then require further custodianship.
So, do we need custodians of knowledge? Considering the dual nature of needs that knowledge fulfils and creates, the role of custodians of knowledge remains pivotal. Whether knowledge serves as a means to fulfil needs or as the originator of those very needs, custodians of knowledge continue to be indispensable figures. They navigate the complex interplay between the need for knowledge and the needs that knowledge itself can generate.
In sum, the relationship between need and knowledge is a nuanced one, made even more complex by the role of custodians of knowledge. As we further explore the need for knowledge and what needs custodians fulfil, we gain a deeper understanding of this intricate balance.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 5 Guidance Notes, in these notes we cover the basics on why we may, or may not, need custodians of knowledge. We also look at some of the higher level arguments on whether these needs could still be fulfilled without custodians of knowledge. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 2023
Detailed guidance video for Essay 5 May 24
Initial overview thoughts with Gareth Stevens on Essay 5 May 24
Useful for ToK Essay 5 May 24
Useful for Essay 5 May 24
Is a Custodian a Good or Bad Thing? (PT5 May 24)
The term 'custodian' carries with it a range of possible implications, both positive and negative, particularly when applied to knowledge and knowing. ToK Essay 5 May 24 asks us to consider whether we need custodians of knowledge. Obviously, this question requires us to consider the nature of the role of custodians of knowledge.
In the most conventional sense, a custodian is someone responsible for the maintenance, preservation, and safeguarding of something valuable. This can be a vital function, especially in a world where information can be manipulated or lost. In academia and research, custodians ensure that valuable insights, methodologies, and data are not only preserved but are also made accessible for future generations. In this sense, being a custodian can be seen as inherently good, as they serve to protect and propagate understanding and wisdom.
However, the term also has other, alternative, meanings in English. 'Custody' might imply restriction or containment. In a legal framework, for instance, to be 'in custody' means to be held, often against one's will. Could this be a metaphor for withholding knowledge from those who seek it? There are instances where custodians become gatekeepers, limiting access to knowledge for various reasons — be it political, economical, or ethical. This restriction can stifle innovation, perpetuate inequality, and become a tool for oppression.
So, is being a custodian good or bad? We could consider the metaphor in terms of a role with significant responsibility, the impact of a custodian largely depends on the ethics, intentions, and methods of the individual or institution defined as such. Students developing arguments for ToK Essay 5 on the need for custodians of knowledge may want to consider that the term 'custodian' has a range of possible definitions. It can symbolise both the preserveration, limitation and maybe even the liberation of knowledge.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 5 Guidance Notes, in these notes we cover the basics on why we may, or may not, need custodians of knowledge. We also look at some of the higher level arguments on whether these needs could still be fulfilled without custodians of knowledge.. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 2023
Detailed guidance video ToK Essay 5 May 24
Overview thoughts with Gareth Stevens on ToK Essay 5 May 24
Useful for ToK Essay 5 May 24
Useful for ToK Essay 5 May 24
Is the Underestimator the Object or the Subject? (PT#4 May 24)
When thinking about ToK Essay question 4 ( "Why do we underestimate the challenges of the transfer of knowledge?"), I worried that students might focus on the challenges of knowledge transfer. However, the real crux of the question lies not in the challenges, but in the act of underestimating them. This (potentially knotty) twist leads me to consider who the 'object' and the 'subject' are in this question ? The keyword 'underestimate' serves as a pivot, compelling us to examine the act of underestimating and its possible underpinnings as it links to "ToK Essay 4".
Subject and Object.
A quick refresher:, the subject is usually the observer or the thinker, whilst the object is what is observed or thought about. The works of philosophers like Descartes and Kant have long grappled with the relationship between subjects and objects. Kant argued that our knowledge of objects is shaped by our subjective experiences.
Who is Underestimating?
In the context of underestimating the challenges of knowledge transfer, the 'we'—or the subject—becomes central. The challenges, in this case, serve as the 'object'. The underestimation, then, is not an attribute of the object but a function of the subject. This human propensity to underestimate complicates the efforts to understand and manage the complex process of transferring knowledge from one context to another.
The Object of Our Underestimation
Our knowledge of any object is complex and perspective based, involving many variables from cultural to linguistic contexts. Yet, the act of underestimation stems from the subject, possibly owing to cognitive biases, limitations in understanding, or even arrogance. The question compels us to look inward and question why we, as subjects, often fail to fully grasp the complexity of the objects we engage with.
Conclusion
As students contemplating "ToK Essay 4" or anyone interested in the subject, understanding that the issue revolves around why 'we' underestimate the challenges rather than what those challenges are is the actual challenge ! It's not just about the difficulties in knowledge transfer; it's about our subjective tendency to underestimate them.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 4 Guidance Notes, in these notes we get into why we (as either object or subject) might underestimate the challenges of transferring knowledge from one context to another . This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 202
The Various Contexts of Knowledge
If you’re writing ToK Essay 4 May 24 (Knowledge Transfer) it may be useful to think critically about the term “context”. From the historical time period of knowledge production to the cultural values of the contemporary knower, the context of knowledge can significantly shape the interpretation, use, and validation of knowledge. In this blog, we'll explore the various contexts in which knowledge exists, making it a useful resource for those looking to tackle 'ToK Essay 4' or understand the challenges of transferring knowledge from one context to another.
knowledge has many contexts
A few of the contexts within which knowledge may exist (there are many others):
Historical Context
Historical time periods often influence the type of knowledge that gets produced and how it is interpreted. For instance, the scientific discoveries of the Enlightenment were profoundly shaped by the intellectual climate of the time, which was committed to reason and empirical observation.
Cultural Values
The cultural background of the knower affects how knowledge is acquired, internalised, and disseminated. Culture shapes what we deem important or trivial, affecting our lens for interpreting information.
Power Context
Knowledge isn't just neutral; it is often shaped by power dynamics. Who has the authority to produce and disseminate knowledge? These questions are crucial in understanding the credibility and legitimacy of what we 'know.'
Gender Context
From the inclusion or exclusion of women in scientific research to gender biases in literature, the role of gender cannot be dismissed when discussing knowledge. Gender context often dictates the focus and methodology of knowledge production, affecting its application and interpretation.
Language Context
Language isn't just a medium for conveying knowledge; it shapes knowledge itself. The limitations and possibilities of language play a role in how ideas are formed, communicated, and understood.
Religious Context
Religious beliefs and values can significantly impact the type of knowledge that is accepted, rejected, or modified. In religious contexts, certain kinds of knowledge may be prioritised, while others may be disregarded or even condemned.
Conclusion
ToK Essay 4 asks us to consider why we underestimate the challenges of knowledge transfer. One of teh approaches to answering this is consider the complexities of the contexts of knowledge: the ways in which these various contexts mix, and further, influence what is known and how it is known. For students grappling with 'ToK Essay 4,' developing these knowledge arguments can offer an approach to the reasons why we might (or might not) underestimate the challenges transferring knowledge from one context to another. Considering context provides a richer, more nuanced understanding of what we know and how we come to know it.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 4 Guidance Notes, in these notes we get into reasons why we might underestimate the challenges of knowledge transfer . This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 2023
The Slow and Fast Evolution of Knowledge
A Dual Perspective for ToK Essay 3 May 24
If we think of the term “adopt” in the title of ToK Essay 3 May 24 as “evolve” we can develop strong evaluative arguments for this essay.. Sometimes, knowledge seems to evolve (progress?) at an astonishing rate, while at other times, it appears remarkably slow to adopt new ideas. Why is this so?
Let’s first address why knowledge might evolve quickly. Rapid advances often occur when there's an accumulation of research, technology, and collective willpower. A clear recent example is the development of COVID-19 vaccines, where global efforts and unprecedented funding led to quick breakthroughs. Furthermore, the internet has facilitated the fast dissemination of ideas, allowing people across the world to collaborate and innovate at breakneck speeds. Here, the keyword is not just "fast" but "accelerated," underlining the confluence of various factors that propel knowledge forward.
Conversely, there are instances when knowledge is slow to adopt new frameworks. One reason could be resistance from established institutions or authorities. The classic ToK example is Galileo's heliocentric model which faced fierce opposition from the Church, slowing its acceptance despite strong scientific evidence. Another contributing factor might be the complexity of the subject matter itself. Take, for example, the intricacies of quantum mechanics; despite being a century-old theory, it still presents challenges that researchers are grappling with.
In the context of ToK Essay 3, this duality raises important questions. What are the ethical implications of rapidly evolving knowledge? Can quick advances lead to unforeseen negative consequences? On the flip side, when knowledge is slow to adopt new ideas, is society missing out on potential benefits? Could the reluctance to change be more harmful in the long run?
ToK Essay 3 offers us a far wider range of knowledge options than just those presented here if we think of it in terms of the evolution of knowledge.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 3 Guidance Notes, in these notes we fully develop the metaphor of evolution as a way to explain why we might be slow to adopt ideas. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 2023
Definitions of Fresh Ideas.
An Exploration for ToK Essay 3 May 24
Is a "fresh idea" simply new, or innovative, knowledge? Is there a hidden meaning that we have to discover? What could constitute a fresh idea? We’re considering this question for Theory of Knowledge (ToK) Essay 3. Clearly, "fresh ideas in knowledge" can be defined in myriad ways.
One approach to defining fresh ideas is through the lens of originality. In this perspective, a fresh idea is one that is novel, breaking new ground in a particular field. It might be a groundbreaking scientific theory or an innovative solution to a long-standing problem. This type of fresh idea can gain attention for its potential to redefine what we know or how we think about a subject.
However, fresh ideas are not solely confined to groundbreaking new knowledge, or discoveries. They can also mean new combinations of existing knowledge. Take, for example, the interdisciplinary approach to solving complex problems. Here, elements from different domains are merged to create a new, more comprehensive understanding. These fresh ideas may not be 'new' in the strictest sense, but they offer a unique viewpoint, enhancing our collective wisdom.
We could also consider the cultural dimension of ‘fresh ideas’. What might be considered a fresh idea in one cultural context may not be perceived the same way in another. This adds another layer of perspective based knowledge to our definition. Opportunities for discussions on the relativity and contextual nature of fresh ideas in knowledge production become apparent.
We could argue that fresh ideas serve as catalysts in an evolving body of knowledge. Whether through sheer originality, the recombination of existing knowledge, or cultural interpretations, fresh ideas could be the means by which AoK develops and expand. As explored in ToK Essay 3, developing one or more of these varied definitions will be central to the discussion in the essay.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 3 Guidance Notes, in these notes we get into what the opposing demands might be for specialised and generalised knowledge, and how we could reconcile these demands . This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 2023
Detailed Guidance video for Essay 3 May 24
Initial overview thoughts with Gareth Stevens for Essay 3 May 24
Useful for Essay 3 May 24
What Could Be Meant by Generalization in Maths?
Insights for ToK Essay 2
The idea of generalization in AoK mathematics has certainly become more conspicuous since Theory of Knowledge (ToK) Essay 2 was published a couple of weeks ago. So today, we look at what could be meant by "generalisation” (I’m going to use the British spelling because I’m British) in maths? In essence, generalisation in this discipline involves applying mathematical knowledge, initially developed to solve a specific problem, to a broader range of issues. It could also involve understanding new cause-and-effect relationships using mathematical concepts, or principles, derived from previously studied cause-and-effect relationships.
In ToK Essay 2, the notion of generalisation can give rise to discussion about the nature and scope of mathematical knowledge. Does generalisation in maths lead to more 'true' or 'universal' forms of understanding, as opposed to the limited scope offered by specialisation? What are the ethical considerations, if any, when applying generalised mathematical models to real-world scenarios?
Generalisation also plays a role in understanding newly observed cause-and-effect relationships. For instance, the principles behind the spread of disease could be mathematically modelled, drawing from prior models related to diffusion or information dissemination. By leveraging existing mathematical frameworks, researchers can quickly make sense of new phenomena, making generalisation a powerful tool for both scientific inquiry and problem-solving.
As such, we start to see that generalisation in maths serves as a bridge between specific mathematical problems and broader applications. It allows mathematicians (and scientists amongst others) to extrapolate from known situations to solve new, unexplored problems. In ToK Essay 2 you can discuss the challenges and limitations of this approach alongside the value of generalisation in expanding the scope and applicability of mathematical knowledge. It not only aids in the advancement of the field but also enhances our understanding of the world through the universality of mathematics.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 2 Guidance Notes, in these notes we get into what the opposing demands might be for specialised and generalised knowledge, and how we could reconcile these demands. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, September 2023
Detailed guidance video for Essay #2 May 24
Initial overview thoughts with Gareth Stevens for Essay 2 May 24
What Could Be Meant by Specialization in Maths?
A Deep Dive into Specialization for ToK Essay 2
Specialization in maths became a matter of interest to many after the publication of Theory of Knowledge (ToK) Essay 2 earlier this month. The concept of specialisation (I’m going to use the British spelling because I’m British) may conjure images of mathematicians buried in complex equations, but what does it really entail? In essence, specialisation in maths refers to the focus on developing specific mathematical tools and theories designed to solve particular types of problems or to advance particular subfields within mathematics.
Mathematics, as a discipline, is vast and multifaceted, covering everything from algebra and geometry to calculus and statistics. Each of these subfields can be considered a form of specialisation in maths, where experts dive deeply into specific areas to expand knowledge and solve complex problems. For example, a statistician might focus solely on the development of predictive models, while a number theorist could be engrossed in the properties and relationships of numbers in various forms.
In ToK Essay 2 discussions, specialisation in maths raises questions about the nature of knowledge itself. Does specialising in a specific area limit a mathematician's perspective, or does it offer a deeper understanding that can be generalised to other fields? Is the specialised knowledge generated 'better' or 'more valuable' than more general mathematical knowledge?
Clearly specialisation in maths is a complex and layered topic. It could mean a focused study in one of the many subfields of mathematics, or it could refer to the development of specialised tools for particular applications. What's clear is that specialisation enables mathematicians to dig deep, solve complex problems, and contribute to our understanding of both the mathematical world and the world at large. As explored in ToK Essay 2, the implications of this specialisation can have profound effects on how we understand and value knowledge in AoK Maths.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay 2 Guidance Notes, in these notes we get into what the opposing demands might be for specialised and generalised knowledge, and how we could reconcile these demands . This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, Sept 2023
Detailed guidance video for Essay 2 May 24
Initial overview thoughts with Gareth Stevens for Essay 2 May 24
Subjectivity in History:
A Valuable Lens for ToK Essay 1 Discussions
The role of subjectivity in historical knowledge is contentious both in academic history and in Theory of Knowledge (ToK) debates. Positivists argue that history should be an objective recounting of events, free from the subjective viewpoints of individuals. Those taking such a perspective may (unfairly) condemn subjectivity in history. This blogpost proposes that subjectivity could be a good thing, enriching our understanding of the past by capturing the everyday experiences of the people who lived it.
In traditional (positivist) historical narratives, the focus has often been on significant events, political manoeuvres, or extraordinary individuals. While these certainly have value, they fail to provide a comprehensive understanding of historical realities. More importantly, they leave out the daily experiences of ordinary people, which are, by nature, subjective. These experiences form the fabric of social memory and give depth to historical knowledge
Integrating subjectivity into historical accounts can humanise history. For instance, diaries, letters, and oral traditions provide subjective viewpoints that allow us to empathise with individuals from different times and places. The knowledge arising from these subjective accounts contributes to arguments for ToK Essay 1, inviting us to scrutinise the complex perspectives comprising historical knowledge, and its formation. It challenges the notion that history should be a sterile, objective discipline, asking instead whether the subjective experiences of individuals offer valuable insights that can complement 'hard facts.'
Subjectivity in history can be a vehicle for inclusivity. Historical events have affected different communities in various ways, and subjective accounts can help in exploring these nuances. For example, understanding the Civil Rights Movement isn't complete without the personal stories of those who fought for their rights or suffered from injustices. These subjective narratives can add depth to our understanding, complicating the otherwise simplified mainstream accounts.
In conclusion, whilst objectivity has its merits, subjectivity should not be hastily condemned in historical knowledge. Subjectivity offers an emotional and human dimension that objectivity often lacks, filling in the gaps of our collective memory. The discussions developed in ToK Essay 1 could suggest embracing a more holistic, nuanced view of history. The subjective content enriches our understanding and makes historical knowledge more inclusive.
Find out more about this essay title in the overview discussion with Gareth Stevens.This is just a start of the type of overview that you can find in our ToK Essay Guidance notes for Essay 1. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, Sept 2023
Detailed guidance video on ToK Essay 1 May 24
Initial thoughts with Gareth Stevens on ToK Essay 1 May 24
Exploring the tension between reliability and validity in AoK History
Can History be "true"?
Is Art Really Subjective?
Exploring the Dynamics of Subjectivity in ToK Essay 1
The question of whether we overly celebrate subjectivity in art is a rephrasing of the classic objectivity vs subjectivity debate in Theory of Knowledge (ToK). On the one hand, art is often celebrated for its subjectivity, a form of knowledge in which individual interpretation apparently dominates. But do we overly celebrate subjectivity in the arts, ignoring the technical and structural frameworks that guide artistic creation?
Art, encompassing visual arts, music, theatre, literature, film, and dance, often relies on underlying structures. For instance, colour theory in visual arts provides guidelines on how colours interact and affect human perception. Similarly, musical notation sets the rules for how musical pieces should be played, offering a more 'objective' basis for evaluating the work. These structural elements suggest that art is not entirely subjective; it operates within set frameworks that have been studied, refined, and generally agreed upon.
However, the role of subjectivity cannot be entirely discounted. Take, for instance, abstract art. Here, the artist might defy traditional colour theory to evoke specific emotions or thoughts. The viewer's personal experience and interpretation then become part of the art itself. Subjectivity also extends to other art forms. In literature, the reader's interpretation can add layers of meaning that even the author might not have intended. In dance and theatre, the audience's emotional and intellectual engagement affects the perceived quality and impact of the performance.
The complexity of this relationship between structure and subjectivity highlights the multi-dimensional nature of art. While it is tempting to compartmentalise art as purely subjective or objective, doing so limits our understanding and appreciation of its richness. In ToK Essay 1 discussions, it's crucial to acknowledge that subjectivity and objectivity co-exist in artistic knowledge. Whilst we may celebrate the subjectivity that makes art resonate on a personal level, acknowledging the structural underpinnings can offer a more holistic view, providing a more nuanced answer to this classic ToK question.
Find out more about this essay title in the overview discussion with Gareth Stevens.
This is just a start of the type of overview that you can find in our ToK Essay Guidance notes for Essay 1. This year we have two versions of the notes:
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
You can find essay guidance notes for all of the essay titles at this link.
Stay Toktastic my friends,
Daniel,
Bangkok, Sept 2023
Detailed Guidance Video on Essay #1 May 24
Initial overview thoughts with Gareth Stevens on Essay 1 May 24
Exploring the tension between reliability and validity in AoK History
May 24 ToK Essay Guides: Published
ToK Essay Guides May 24
Today we have published the ToK Essay Guides for May 2024 ToK Essay Titles. Click here to purchase.
New for May 24: Foundation Notes and Complete Guides
During the last two exam sessions some students have given us feedback that the notes were too long, they said that they just wanted 'the key essentials'. However, other students have told us that they really appreciated the details in the TokToday Essay Notes. So, this year we have produced two versions of notes for each essay: The Foundation Notes and The Complete Guides.
The Difference between Foundation Notes, and The Complete Guide.
The Foundation Notes fully unpack the title, explore different ways to approach the concepts in the title, and explain a number of knowledge arguments that could be used. These notes are 4,000-5,000 words.
The Complete Guide has all of the same content as The Foundation Notes, and in addition has fully explained real life examples to illustrate each knowledge argument.The Complete Guide also has evaluation points and implications for each knowledge argument. These notes are 8,000-11,000 words.
More content to come.
In the next couple of weeks we will publish the video guides for each essay title, and have specialised blogposts on concepts and themes in each title. The video guides will be more specific versions of the overview videos with Gareth Stevens. There is also supplementary content on the ToKToday YouTube Channel (more to come soon !)
If you have any suggestions, or feedback on the essay titles, or essay guides, I'd love to hear it.
Daniel,
Bangkok, September 2023
Can history ever be both reliable AND valid ?
Whether it is possible to produce historical knowledge which is both reliable and valid was explored in my holiday reading this year. I read the book Upheaval, How Nations Cope with Crisis and Change by Jared Diamond. You may know Jared Diamond, he's the guy who wrote Guns, Germs and Steel. It's a very popular TOK book that many teachers, students, and interested people have read.
This is his second follow-up book, Upheaval. In this blog will not be going into his findings, and what he actually says about how nations cope with crisis and change. That's not really TOK, that's history or global politics. But this book is really interesting for us to understand how historical knowledge is made and how conclusions are reached when we're making historical knowledge. It is of particular relevance to solving the challenge of whether history can be both reliable and valid.
The challenge of history for historians.
Historians have some key questions to answer when creating historical knowledge:
First of all is the idea of can you establish history which is both valid and reliable. Valid means that it's an accurate description or explanation of that particular moment, or that particular event or time in history. Reliable means the conclusions that we can draw from that historical event apply in other situations. As such, if the knowledge is reliable we will be able to generalise it to other historical events.
Students often write in their TOK essays that the function of history is to learn from it so that we don't repeat the same mistakes in the future. Now whether that actually is the function of history is immaterial for this blog. But what that supposes is that the things that we learned from an earlier period could also apply in / to other periods. As such, history would have to be both valid and reliable.
Jared Diamond is a professor at UCLA, he trained as a biologist and physician. His initial training was in AOK Natural Sciences. However now he's moved more into social sciences, human sciences and history in explaining and describing human behaviour. This initial training informs his understanding of, and approaches to, methodology.
A historian explains, and justifies, his methodology
The prologue of this book is really interesting for ToK students as Prof Diamond writes about the methodology used to write the book. He explains that ideally he would use quantitative methods to establish reliable cause and effect relationships. That means he would build mathematical models, statistical models , into which he would pump lots of data, and that data would give him mathematical and statistical outcomes from which he could establish cause and effect variables.
Those statistical outcomes tend to be highly reliable, sometimes valid and sometimes less valid. Generally most ToK. students (and most people in general) prefer statistical outcomes. For example: If you're getting on a plane, you may ask is this plane safe? If someone says it's safe most of the time, well you want to know what does "most of the time" mean? What's the danger to me? And the best answer, the one which would satisfy you the most is a statistical answer. So if you were told "the plane is safe 51% of the time, 49% of the time it's not safe", then you're probably not going to get on the plane. If they say "well in testing it's safe 99.975% of the time" then you're probably going to get on the plane with a little knot in your stomach.
The challenge of quantitative methodologies in AoK History
We like statistics, we like knowledge that is characterised as a "scientific fact". However, how do we prove scientific facts in ? How can we arrive at conclusive causal facts in history? Prof Diamond explains that he would like to use quantitative methodologies to answer the research question of the book, but then he explains that it's really difficult to establish quantitative cause & effect relationships when you're answering the question "How do nations cope with crisis and change? ".
Trying to make history that is both reliable and valid.
It's really difficult to use quantitative methodologies for many reasons, incl:
there are so many different nations that you could consider.
there are so many instances of crisis and change in those nations that you could consider.
How do you even build a representative sample of nations and the crises and changes that they've gone through?
How do you operationalise variables such as crisis and change ?
How do we hold some of variables constant and manipulate others to see the effect on the dependent variable, i.e. coping with crisis and change ?
How do we establish control conditions ?
It's very difficult to apply a reliable quantitative methodological framework to a quarter of a million years of human existence ? History relies on historical evidence, such evidence is subject to selection and interpretation biases that are far less prevalent and powerful in the Human and Natural Sciences. In many ways it is far more challenging to establish reliable historic knowledge than it is to establish reliable scientific knowledge.
Prof Diamond's solution to the challenge of reliability in history.
Prof Diamond's solution to the challenge of establishing reliable historical knowledge is that he chooses just seven countries, and looks at particular instances of crisis and change in those seven countries. He chooses countries that he's lived in and that he has a lot of experience with. He also speaks the language of most of those seven countries. As such, he's chosen countries that he has a deep knowledge of. Having deep knowledge of something, or accurate knowledge of something is having valid knowledge. So, in the prologue of this book, he's saying that he is establishing reliability through the use of validity. And that's really interesting for people when they're writing about AOK history.
So if you are discussing AOK history in your TOK exhibition or your TOK essay, probably more in the TOK essay this would apply to and you're wrangling with that idea of how historians establish reliability when they're discussing cause and effect. Well, here's a real life situation that you could cite. Jared Diamond's book, Upheaval How Nations cope with crisis and change.
Context relevant variable identification in historical knowledge.
Prof Diamond takes the instances of crisis and change in those seven countries and the looks at the vast range of variables which affect those crises and changes.
Some of those variables include pre-existing conditions, changes in the global conditions and global dynamics, changes in the geopolitics globally, the historical cultural antecedents, the historical cultural context, and the global historical context of those nations. It could also include the individual actors at their moments of crises and change, the aims of those actors etc. There are just so many variables involved and they're different for each nation and they're different in each instance of crisis and change in that nation. Prof Diamond puts all of those variables together to try to establish a high level of validity. Clearly the conclusions reached are from one commentator's perspective despite drawing upon a vast range of evidence to build this highly valid picture, As such, it is recognised that this highly valid picture may not be entirely valid, but it may be the best that we can can do given current methods and technology. But maybe it's only reliable for that nation and in that instance, maybe it is of limited generalisability.
I hope that that's given you some ideas if you're writing about AOK history and the challenge of establishing knowledge that is both valid and reliable in historiography. In a future blog we will explore the differences between a narrative historical explanation and a statistical methodological historical explanation (e.g economic history).
We have lots of resources to help ToK Students with the ToK Essay and ToK Exhibition. For example we have exemplar exhibitions, videos on how to how to do your TOK exhibition. For the ToK Essay we've got explanations of the essay prompts, a video series on how to do the TOK essay. And we've got lots of notes that can help you to avoid the biggest mistakes in the TOK essay. You can start exploring here.
You can get in touch with me, daniel@toktoday.com. I always welcome suggestions on how to improve the site, improve the resources and to produce new resources.
Daniel, Bangkok, September 2023
Can History be "true"?
First thoughts on ToK Essay 4 -6 May 24
The ToK Essays for May 24 candidates were published a little over a week ago. I got together with experienced ToK teacher, and ToK guru, Gareth Stevens to get an overview of the main themes and concepts in ToK Essay 4-6 May 24.
These videos are not the detailed TokToday Essay Breakdown videos for each title, they will be published at the beginning of October.
The blog post & videos for Essays 1-3 can be found here.
These videos are short and reflective, and they're fairly unstructured. They're just a record of a discussion between two experienced ToK teachers about their initial thoughts on the ToK Essay May 24 titles. I decided to publish them because they may be useful for ToK teachers and students alike who are tackling the May 24 ToK Essay.
Videos on ToK Essays 4-6 May 24 (just first thoughts)
The 'first thoughts videos for Essays 4-6 are linked below. The main essay breakdown videos will come in early October.
PT#4: Transfer of knowledge
PT#5: Custodians
PT#6: Recent Evidence
Please like & subscribe on YouTube to help the channel, and to stay up to date with all of the latest content.
How to Write the ToK Essay in 6 Easy Steps
The ebook "Write the ToK Essay in 6 easy steps" was used by hundreds of students across the world to successfully complete their ToK Essay in 2022-23.
It can help you every step of the way so that you can ace your ToK Essay.
Other help available for ToK Essay May 24
Final thoughts.
I was slightly hesitant about posting these videos. Whilst Gareth & I raise many of the relevant issues for students writing ToK Essay May 24, they are not the structured & clear content that will be in the main breakdown videos (make sure that you come back for those videos in early October). However, I hope that they will be useful for some teachers and students. I really enjoyed these discussions with Gareth, I hope that you do too!
If you have any questions, or suggestions for content, I'd love to hear from you: Daniel@TokToday.com.
Stay TokTastic my friends!
Daniel, Bangkok, Sept 2023
First thoughts on ToK Essay 1 -3 May 24
The ToK Essays for May 24 candidates were published a little over a week ago. I got together with experienced ToK teacher, and ToK guru, Gareth Stevens to get an overview of the main themes and concepts in each title.
These videos are not the detailed TokToday Essay Breakdown videos for each title, they will be published at the beginning of October.
These videos are short and reflective, and they're fairly unstructured. They're just a record of a discussion between two experienced ToK teachers about their initial thoughts on the ToK Essay May 24 titles. I decided to publish them because they may be useful for ToK teachers and students alike who are tackling the May 24 ToK Essay.
Videos on ToK Essays 1-3 May 24 (just first thoughts)
Videos for Essays 1-3 are published today, 4 - 6 will be published tomorrow (Mon 11th Sept). The main essay breakdown videos will come in early October.
PT#1: Subjectivity
PT#2: Generalization / Specialization
PT#3: Fresh Ideas, slow adopt
Please like & subscribe on YouTube to help the channel, and to stay up to date with all of the latest content.
How to Write the ToK Essay in 6 Easy Steps
The ebook "Write the ToK Essay in 6 easy steps" was used by hundreds of students across the world to successfully complete their ToK Essay in 2022-23.
It can help you every step of the way so that you can ace your ToK Essay.
Other help available for ToK Essay May 24
Final thoughts.
I was slightly hesitant about posting these videos. Whilst Gareth & I raise many of the relevant issues for students writing ToK Essay May 24, they are not the structured & clear content that will be in the main breakdown videos (make sure that you come back for those videos in early October). However, I hope that they will be useful for some teachers and students. I really enjoyed these discussions with Gareth, I hope that you do too!
If you have any questions, or suggestions for content, I'd love to hear from you: Daniel@TokToday.com.
Stay TokTastic my friends!
Daniel, Bangkok, Sept 2023
Reducing the use of Artificial Intelligence in the ToK Essay.
For the last few months I've been working on ways in which we can use AI tools in ToK teaching and learning. Whilst AI can provide a range of beneficial educational aids in a number of learning functions, there are obvious problems if students overly rely on them to write their ToK essays. The concerns for compromising academic integrity and learning outcomes are significant.
3 direct strategies for reducing the use of AI in Essay Writing:
Instilling Ethical Behaviour
Before delving into practical teaching strategies, it's vital to instil ethical standards in your students. Understanding the value of academic integrity and original thought is paramount. Discuss the ethical implications of using AI-generated content, emphasising that it undermines their learning experience and is essentially another form of plagiarism.
According to Greene et al (2015) "ethical behaviour is more likely to occur when individuals believe that it is the right thing to do, rather than merely being the result of external pressures" (www.jstor.org/stable/44075334). In other words, students should be led to value ethical behaviour intrinsically rather than as a mere rule-following exercise. Through class discussions, real-world examples, and ethical dilemmas, cultivate an environment where doing the 'right thing' becomes second nature.
ethical behaviour is more likely to occur when individuals believe that it is the right thing to do, rather than merely being the result of external pressures.
Greene et al (2015)
Implementing Planning Strategies
Planning is the backbone of good essay writing and an effective way to discourage students from taking shortcuts with AI tools. Teach students to create outlines, brainstorm ideas, and conduct proper research before diving into writing. By establishing a structured workflow, students are less likely to seek the 'easy way out' via AI-generated content. Additionally, make it a habit to discuss essay outlines in class or during individual consultations, making adjustments as needed.
You can get more details on the planning stages of the ToK Essay at this detailed blogpost.
Promoting Self-Regulation
Self-regulation is crucial for independent learning and is particularly relevant in the context of discouraging AI tool misuse. Provide frameworks for students to monitor their writing progress, set realistic goals, and assess their performance critically.
Greene et al (2015) highlight that "self-regulation is significantly enhanced when students have clear, attainable goals and appropriate self-monitoring strategies". Therefore, consider integrating self-assessment rubrics and progress-tracking methods into your teaching. Guide them on how to evaluate their skills realistically, take appropriate corrective actions, and seek help when needed.
Final Thoughts
AI language models are here to stay, but their ethical use in education is a collective responsibility. By instilling good ethical behaviours, implementing effective planning strategies, and fostering self-regulation skills, we can guide students towards authentic academic growth. The goal is not merely to prevent cheating but to cultivate a learning environment where students appreciate the genuine rewards of intellectual exploration.
Stay Toktastic my friends,
Daniel, Bangkok, September 2023
References:
Greene, Jeffrey Alan, et al. “Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains.” The High School Journal, vol. 99, no. 1, 2015, pp. 88–106. JSTOR, http://www.jstor.org/stable/44075334. Accessed 1 Sept. 2023.
Some ToK Essays easier than others ?
The May 24 TOK essay titles are out, so I think it's a good time to reprise a question which I looked at this time last year: What makes some TOK essay titles easier than other titles?
I made a video on this last year which not many people watched, and I think that not many people watched it because it's 28 minutes long. TLDW too long, didn't watch.
Here's a link to that video, and the blog (also linked) so that you can watch it if you want and get more detail.
Today's blog (& the associated video) is much shorter, we're just going through the six main points which makes some TOK essays easier than other TOK essays.
Factor #1: Closed-ended claims vs Open-ended claims.
The questions are all open-ended. The command term is usually "discuss", but some of them have closed-ended claims, and some of them have open-ended claims. I believe that ones that have closed-ended claims in the question are easier to do than open-ended questions. And if you want to know more about that, remember to watch the video, or read the blog that I made this time last year.
Factor #2: Assumptions within the question.
Some of the questions have assumptions contained within them. Some of those assumptions are implicit. Some of those assumptions are explicit. Some of the assumptions can be both implicit and explicit. The fewer assumptions that are contained within the question, the easier the question is. If you want to know more check out the more detailed blog, and video.
Factor #3: Quotes in the question.
Some of the questions have quotes from famous or important people. I think that generally questions without quotes are easier than questions with quotes. If you want to know more about that: Blog link,video link.
Factor #4: Definitions.
All of the questions require you to operationalize key concepts or give definitions for the concepts contained within the question.
My experience is that it's easier to define concepts that are TOK core concepts, one of the 12 concepts, than it is to define concepts which have just been brought in from the course from Althuss-Wack. If you want to know more about that, you know what to do.
Factor #5: Claims - clear or ambiguous ?
Some of the prescribed titles have claims in them. Some of the claims are clear, i.e. they have one direction. In other essay titles the claims are ambiguous, that is they do not indicate a direction. I believe that titles that have a clear directional claim are easier than titles that have ambiguous claims. For more details see the earlier detailed blog and video.
Factor #6: Freedom of Area of Knowledge.
Some of the titles define the areas of knowledge that they want you to look at. They might tell you to look at one specific area of knowledge or two specific areas of knowledge. However, some titles do not define the areas of knowledge at all. My general belief is that it's easier if they direct you to the areas of knowledge they want you to look at than if they don't. If they're directing us to specific areas of knowledge then they're giving us a clue as to the sorts of arguments they expect us to explore. On the other hand, if they don't direct you to the areas of knowledge, then it's easier to stray into ToK debates which are of marginal relevance to the question. If you want to know more about this see the earlier detailed blog and video.
Conclusion
We have lots more content coming up on ToKToday about the May 2024 essay titles. We've got round table discussion about the titles, guides to the titles and FREE downloads to help you . So, if you're writing the May 24 titles keep checking back here for more information
Stay ToKtastic my friends.
Daniel, Bangkok, Sept 23
ToK Essay Starter Activities
Brief ToK Essay Starter Activities: As the May 24 ToK Essay Titles are released teacher colleagues are planning how they will prepare students to write those essays I thought it would be useful to share a few resources that I have used with students in the early phases of the Essay process.
ToK Essay Activators
The ToK Essay Activators are questions that students can use at the beginning of their ToK Essay Planning Process. They are a way to start to understand the essay title. They’re the foundation of thinking.
The video explanation of this resource is linked here, and below.
A more detailed explanation of how to use these can be found here.
Link to FREE resources:
The "How to do the ToK Essay" video series.
Connect ToK Concepts to Knowledge Arguments.
The ToK Essay tests a number of fundamental skills, including:
The identification of ToK Concepts in the PT.
The extrapolation of ToK Concepts from the PT, and into knowledge issues.
The development of knowledge arguments (relating to the PT) based on the Knowledge Issues & concepts identified.
ToK Teachers can design a range of activities to help students develop and extend their skills in these areas. This could include familiarisation with the ToK Concepts (through games and drama). Here I present slightly more advanced skill development, the skill of connecting the ToK Concepts to Knowledge Issues.
The task is fairly obvious, but can produce quite developed / deep discussions amongst students. The students are asked to draw a line between the ToK Concept and the Knowledge Issue, and explain the connection.
You can swap out the Knowledge Issues to make them more focussed on specific Prescribed Titles, AoKs etc.
A more detailed explanation of the task, with related videos can be found at this link.
You can get a PDF copy of this graphic organiser at this link.
Other resources:
We have many other resources to help both teachers and students with the ToK Essay, and we will be publishing May 24 specific resources in the coming weeks. In the meantime you may find the following useful:
66+ Videos on writing ToK Essay, ToK Essay issues, RLS that can be used in ToK Essay etc.
80+ Blog Posts on the ToK Essay.
Lots of Student Specific Resources to help with you ToK Essay.
If you have questions about the ToK Essay, or suggestions for new content, I'd love to hear from you: Daniel@TokToday.com.
Stay Toktastic my friends,
Daniel, Bangkok, September 2023
Get an A on Your ToK Essay: A Comprehensive Guide
ToK Essay Mini Series #4/4
Mastering the ToK essay doesn't require Shakespearean writing skills nor the analytical prowess of Socrates. Instead, it requires adherence to a few simple steps that we will cover in this blog post. By following these steps, the elusive 'A' on your ToK Essay will not be far-fetched.
Time and Thinking: The Foundations of Success
To further support your understanding, refer to our posts on 3 Tips for Choosing your ToK Essay Question and What Makes Some ToK Essays Easier Than Others?
The first and foremost step to attaining success in your ToK essay is dedicating adequate time for thoughtful contemplation. Choose an essay title that resonates with you, and spend ample time discussing it with your teachers and peers. The aim is to gain a clear perspective and a comprehensive understanding of your chosen title. Remember, cogitation is not merely an option but an essential part of the preparation process.
The Power of Planning
In the words of the old adage, "perfect planning prevents poor performance". This saying could not be more applicable to the ToK essay. Your task is to respond to a somewhat abstract and obscure knowledge question within the constraints of 6-8 paragraphs. Meeting this specific assessment rubric demands lucid communication, succinctness, and precision, all of which are only achievable through meticulous planning. For more details on planning your essay, you can refer to our post on How to Plan your ToK Essay.
Emphasis on Knowledge
One common pitfall that prevents students from scoring above 5 out of 10 in their ToK essay is the insufficient emphasis on ToK content. Avoid over-describing real-life situations at the expense of the ToK content. To understand more about this, we recommend you read our previous post on The Three Most Frequent Mistakes on the ToK Essay.
Use the ToK Concepts
There are 12 core ToK concepts outlined by IB that give a clear indication of the areas they want us to focus on in our essays. Make sure to incorporate these concepts wherever relevant, but don't just force them into your essay artificially.
Incorporating Implications = A grade
Scoring in the 9-10 marking band requires you to consider the implications of your arguments. To ensure clarity, it's advisable to use words such as "implications" or "implies". For example, "The implication of the chicken crossing the road could be that it wanted to get to the other side, or it was oblivious to the danger of its action." For a deeper understanding of how to write implications, refer to our e-book, Write the ToK Essay in 6 Easy Steps.
Treat Draft Deadline as Final Deadline
The final step to achieving an 'A' on your ToK Essay is treating your draft deadline as if it were your final deadline. Submit a fully finished, well-developed draft, allowing your teacher to provide you with comprehensive and useful feedback.
By following these six steps, and crafting a robust, appropriate, and knowledge-focused argument, you will increase your chances of achieving a high score on your ToK essay.
For additional support and detailed examples, check out our e-book, Write the ToK Essay in 6 Easy Steps. With the purchase of the book, you gain access to a resource file containing materials for each stage of essay writing. If you need coaching or written feedback on your essay, feel free to contact me via the Facebook Messenger icon on the site or via email at Daniel@TokToday.com.
Continue your ToK journey with us, and stay toktastic!