What's the Difference Between Hypothesis and Speculation?

Theory of Knowledge (ToK) Essay #4 Nov24 asks us to consider whether the difference between hypothesis and speculation is significant. This blog post introduces an approach to understanding both terms. It also starts to describe some of the possible differences between hypothesis and speculation. This blogpost is aimed to build understanding of the core concepts for the essay title rather than answer the title itself. For a fuller analysis of the title please go to the next blog post (linked). This blogpost is also accompanied by the video linked here, and below.

Understanding Hypothesis in the Human & Natural Sciences

A hypothesis (in the Human & Natural Sciences) could be seen as a proposed explanation for a phenomenon, made on the basis of limited evidence as a starting point for further investigation. It is a pivotal element of scientific research used to build on existing knowledge. Hypotheses are generally based on previous observations that cannot satisfactorily be explained with the available scientific theories. The strength of a hypothesis lies in its ability to be tested through experimentation or further observation. This means that a hypothesis must be framed in a way that makes it falsifiable.

Scientific methods revolve around the formulation, testing, and modification of hypotheses. By adhering to this rigorous methodology, researchers can derive conclusions that are supported by empirical evidence. For example, a researcher might hypothesise that a specific kind of plant can lower blood pressure based on observations from traditional use in herbal medicine. They would then design experiments to test this hypothesis under controlled conditions, thus moving from assumption to verifiable knowledge.

Understanding Hypothesis in other Areas of Knowledge.

Students have a lot more freedom for describing a Hypothesis In the arts. For example a hypothesis in the arts could take the form of a proposed relationship between certain artistic elements and their impact on the viewer's emotional response. Specifically, a hypothesis in a visual arts study could be: "Increasing the contrast in a painting will result in heightened viewer engagement and a stronger emotional reaction." This hypothesis could then be tested and analysed through empirical observation and qualitative feedback.

In Maths and History the phenomena being studied may not be available for direct observation by the knowledge producer. This could change aspects of the process of developing a hypothesis. Such phenomena could be investigated through secondary sources or modeling. Despite the lack of direct manipulation of independent variables in many cases, the processes for developing and testing a hypothesis in these areas are similar to those in the sciences.

Exploring Speculation

On the other hand, speculation involves conjectures about a subject without firm evidence. It is often the first step in the investigative process, where ideas are formed based on intuition, hypothetical scenarios, or even imaginative thought processes. Unlike hypotheses, speculations do not necessarily have to be testable or grounded in reality; they are broader and can be seen as a form of creative thinking in both arts and sciences.

Speculation plays a critical role in forming hypotheses by providing a wide range of possibilities which can then be narrowed down through more precise questioning and research. For example, a scientist might speculate about the potential causes of a newly observed disease. While these initial speculations might be broad and varied, they pave the way for more targeted hypotheses that can be empirically tested.

Key Differences

The key difference between hypothesis and speculation is their place in the continuum of knowledge production. Hypotheses are precise, are often derived from some initial data, and are inherently testable by means of scientific methods. In contrast, speculation is much more open-ended, can be based on minimal or no evidence, and is not immediately subject to empirical testing.

Understanding when to use a hypothesis or engage in speculation depends on the objective of your inquiry. If you are seeking to contribute to verifiable knowledge or solve a specific problem, formulating a hypothesis is essential. However, if you're at the stage of generating ideas or exploring potential explanations without immediate need for empirical backing, speculation can be incredibly valuable.

Conclusion

By defining hypothesis and speculation, and starting to describe some of the differences between them, we hope to lay the foundations to tackle the bigger issues in ToK Essay #4 Nov 24. For further support and guidance with this essay title pick up the essay guidance notes linked here.

Watch the accompanying video on YouTube:

ToK Essay #3 Nov 24: Sever Ties with Its Past

This blogpost proposes just one of many possible approaches to ToK Essay #3 November 2024. We take the approach that the concept of "severing ties with its past," results in the significant transformation of an Area of Knowledge (AoK). This blog post aims to develop how this approach could apply to the Arts, and looks at the evaluation and implications of the knowledge argument used.

This blogpost accompanies the video linked here, and below.

Understanding Severance in the Context of AoK

The approach taken to understanding "sever ties with its past" is that there are significant changes to one or more elements of. the Knowledge framework of the AoK. This severance might be necessary for an AoK to maintain relevance amidst cultural and technological shifts that render old paradigms obsolete.

The Knowledge Framework and Cultural Shifts

The Knowledge Framework within ToK outlines the scope, themes, and nature of problems considered by an AoK. When cultural changes external to the AoK occur—be they technological advancements, shifts in available resources, or broader social transformations—the previously relevant knowledge may no longer suffice. The AoK must then adapt, potentially severing ties with its past methodologies and perspectives, to stay relevant. This adaptation can be seen as both necessary and beneficial, allowing the AoK to evolve and continue contributing meaningfully to society.

Real Life Example: The Shift in Visual Arts

An example of the process of 'severing ties with its past' outlined here, can be observed in the Arts during the mid-19th century. Prior to the 1860s, European visual arts, particularly painting, were dominated by realism—the accurate, detailed, unembellished depiction of the visual world. The invention of the camera and the rise of photography challenged this dominance by fulfilling realism's role more efficiently and effectively. This technological shift forced the Arts to reconsider their function; the result was the emergence of the Impressionist movement, which focused not on replicating reality, but on capturing the impressions—emotions, atmospheres, and experiences.

Far more details on this example can be found at this link.

Implications and Evaluations

The transition to impressionism demonstrates the severance of ties with the past in an AoK in response to external changes, but it also raises questions about the nature of such transitions:

• Continuity vs. Severance: Even as new movements like impressionism rose to prominence, the techniques and elements of realism did not vanish. This coexistence challenges the notion that an AoK can, (or maybe even should), completely sever ties with its past.

• Benefits vs. Losses: By adopting new methodologies and scopes, an AoK might risk losing valuable aspects of its tradition that could still have relevance. The decision to sever ties must be balanced against the potential loss of depth and continuity.

• Causality and Influence: The direction of influence—whether societal changes prompt shifts in AoK or vice versa—can be ambiguous. In some cases, movements within an AoK, such as the early impressionists' drive for recognition, might themselves instigate broader cultural shifts.

Conclusion

In discussing severing ties with the past within an AoK, as examined in ToK Essay #3 Nov 24, responses could largely revolve around the definitions developed for the key terms in the essay. Whilst the benefits of staying relevant and adaptive are clear, the complexities involved in deciding when and how to sever these ties highlight the intricate balance between innovation and tradition in the production of knowledge.

Further guidance and detailed analyses are available in our comprehensive ToK Essay Guidance Notes, designed to support your writing of ToK Essay 3 Nov 24.

Watch on YouTube:

What could "sever ties with its past" mean?

This blog post accompanies the video linked here, and below.

Theory of Knowledge (ToK) Essay #3 from the November 2024 sessions asks us to consider the phrase "Sever ties with its past", In this blog post, we will look at one way of understanding this term, and we'll also look at the phrase "benefit an area of knowledge".

Understanding the Knowledge Framework

At the heart of Essay #3 N24—and indeed central to our understanding of the terms for Essay #3—is the Knowledge Framework. This framework is an integral part of the ToK curriculum, outlining the structure of each Area of Knowledge (AoK). It comprises four main components: Scope, Perspectives, Methods & Tools, and Ethics. These elements collectively define what each AoK entails, including its objectives, methodologies, and ethical considerations.

Severing Ties with the Past

To "sever ties with its past" within an AoK can be broadly interpreted as making changes to some or all of the elements of the Knowledge Framework. This might involve altering the methodologies employed to produce knowledge or revising the foundational principles and laws outlined in the Scope. It's a phrase that suggests significant shifts in how an AoK is structured or understood. However, many other definitions of this term could be developed, it's very much open to a range of arguments.

For a comprehensive understanding of this concept, it's advisable to refer to additional resources such as the ToKToday Essay Guidance notes available from this link. These notes offer detailed explanations and examples that can help refine your definitions and approach to addressing this element in your essay.

Benefits to an Area of Knowledge

The second key phrase, "benefit an area of knowledge," invites you to consider what improvements or positive changes can occur within an AoK due to adjustments in the Knowledge Framework (if you take changes to the knowledge framework as your definition of "sever ties with its past"). Benefits might be direct enhancements to the methodologies or tools used within the AoK or they could involve broader ethical improvements stemming from shifts in perspective or approach.

Just as with understanding how ties can be severed, discussing the potential benefits requires a nuanced approach.

The beauty of the Knowledge Framework

The beauty of using the Knowledge Framework to address these questions lies in its structured approach to understanding and analysing Areas of Knowledge. By mapping out changes or benefits within this framework, you can more effectively articulate and support your arguments in the essay.

Conclusion

Both "sever ties with its past" and "benefit an area of knowledge" are terms that, once explained, can help your understanding and handling of this ToK essay. Through the lens of the Knowledge Framework, these terms gain clarity and depth. This will help in your writing of this essay. For further assistance, do not hesitate to explore additional resources such as the ToKToday Essay Guidance notes available from this link.

Ingenuity: Always Needed but Never Enough?

ToK Essay #2 Nov 24 proposes that ingenuity is a necessary, but never sufficient, element in the production of knowledge. This blogpost explores just one of many ways to approach the role of ingenuity in the production of knowledge. It is designed solely to be an entrypoint for students writing this essay. The blogpost accompanies the main video on this title (linked)

Defining Ingenuity in Knowledge Production

The ways in which students define ingenuity will influence the knowledge arguments that they can develop, and the implications of those arguments. Dictionary definitions of the term are likely to be insufficient for the needs of the essay. For more exploration of approaches of defining ingenuity see this blogpost, and the Covering The Basics video for this title (linked).

The Case of Archimedes and Pi

Let's start with an example from AoK Mathematics of Archimedes calculating Pi. This was not just a moment of individual brilliance but a point where ingenuity met and molded existing knowledge into something more profound. Archimedes' method could be defined as ingenious, but it was also reliant on the work of predecessors like the Babylonians and Egyptians. This suggests that whilst ingenuity was necessary to advance the calculation of Pi, it was not sufficient in isolation. We could use this example to demonstrate that the production of knowledge is a interactive process, drawing on existing knowledge and 'ingenious' new insights.

Exploring the range of roles of Ingenuity

The debate around the necessity and sufficiency of ingenuity opens up various lines of argument:

• One could argue that ingenuity is always needed but is never enough on its own to produce knowledge.

• Another perspective might be that ingenuity is sometimes needed, and at times it can be entirely sufficient.

• Alternatively, there might be situations where ingenuity, while present, is not necessary for knowledge production, and still, it remains insufficient.

These arguments can be nuanced further by considering conditions such as the intended use of the knowledge, the methods and tools for its production, existing principles within the domain of knowledge, or the context of the knowledge producer.

Evaluation points (v.brief)

The Complexity of Ingenuity

One of the challenges in discussing ingenuity is its inherent vagueness as a concept. What counts as ingenious in one context might be seen as conventional in another. This variability suggests a need for more precise terms to describe the additional factors essential for knowledge production.

Replication as a Means of Producing Knowledge.

Moreover, the assertion that ingenuity is always needed may overlook the importance of activities like the replication of previous research, which, while not necessarily ingenious, are crucial for validating and extending existing knowledge.

Towards a Comprehensive Understanding

This blogpost just introduces one approach to supporting the assertion in the prescribed title. It barely touches upon alternative approaches to the PT, nor evaluation points to those approaches. Here we treat Ingenuity as a vital but not exclusive component in the production of knowledge. We could go on to consider that the production if knowledge is not just about ingenuity but about how this element is integrated within a larger framework of existing knowledge and methodologies.

TokToday Essay Guidance Notes for Essay#2 Nov24 offer many different knowledge arguments as approaches to understanding the PT. They contain real life examples that can be used to demonstrate the knowledge arguments, and evaluation points for those knowledge arguments.

Ingenuity in the production of knowledge.

What Could Be Meant by Ingenuity in the Production of Knowledge?

ToK Essay #2 Nov 24 asks us to consider the role of ingenuity in the production of knowledge. This blog post introduces ways to consider both the definition of the term, and its use in ToK Essay #2 Nov 24. The development of ways to answer the question is linked in the next blog post (linked). Further, this blog post accompanies the YouTube video linked at the end.

Unpacking Ingenuity

To kick things off, let's consider ways of understanding the term "ingenuity". Whilst a stroll through the dictionary definitions of ingenuity reveals it as a capacity for invention or creativity, a knack for clever design or construction, these descriptions are insufficient when applied to the production of knowledge in a ToK Essay. For students Theory of Knowledge (ToK) Essay #2 Nov24, it's imperative to develop a definition of ingenuity that helps, or supports, the specific knowledge arguments being presented.

Ingenuity in the production of knowledge could be thought of in the following ways:

• Introducing new areas of study or focus within a particular Area of knowledge (AoK), broadening the areas of inquiry of the AoK.

• Employing innovative methods and tools for knowledge production, which could include using new technologies or methodologies.

• Offering fresh perspectives within a field of knowledge, consequently enriching debates or interpretations of existing knowledge.

• Adopting new ethical approaches to address previously unsolvable dilemmas within the AoK / disciplines .

These are just a few of the many possible ways to understand ingenuity.

Ingenuity: Always Needed, But Never Enough

The assertion that ingenuity is "always needed, but never enough" in the production of knowledge is the focus of the question rather than merely the definition of ingenuity. This idea suggests that whilst ingenuity is indispensable, it must be complemented by other elements to fully realize the production of knowledge. These additional components might include existing principles, methods, and tools of a particular field, insights from other domains of knowledge, or even the serendipitous sparks of coincidence and chance.

This leads us to develop various alternative conditions of the prescribed title (regarding the role of ingenuity in knowledge production):

• Can ingenuity alone suffice in the production of knowledge?

• Is the need for ingenuity conditional, perhaps depending on the purpose of the knowledge sought or the context in which it is produced?

• How do existing frameworks and principles within a field of knowledge influence the necessity for ingenuity?

Bridging the Gap with ToKToday

If you are writing ToK Essay #2 Nov24 the ToKToday Essay Guidance Notes provide structured support, detailed examples, and a comprehensive analysis to not only understand but also effectively articulate the various roles that ingenuity could play in the production of knowledge.

What Is the Responsibility to Acquire Knowledge?

ToK Essay #1 Nov 24 asks us to consider whether the responsibility to acquire knowledge varies by AoK. To answer this students need an understanding of the term "the responsibility to acquire knowledge". This post outlines 3 ways to approach the responsibility to acquire knowledge as a grounding for writing Essay #1 Nov 24.

The Basics of Acquiring Knowledge

Acquiring knowledge encompasses a range of methods through which knowers gather knowledge. These processes can be formal, such as through educational institutions, or informal, like personal experiences or social interactions. For instance, understanding economic theories might come from classroom learning, whilst knowing about cultural vibrancy could stem from personal experiences. The key aspect here is the focus on the individual—the knower—and the diverse paths they take to gain knowledge, rather than a focus on the knowledge producer.

The Tripartite Responsibility to Acquire Knowledge

1. Towards Oneself

First and foremost, there exists an ethical and practical responsibility to acquire knowledge for oneself. This responsibility emphasises the importance of seeking out the most useful, or valuable knowledge depending on context. In some contexts this could be accurate and reliable knowledge, in other contexts it could be more emotional or experiential. The rationale is straightforward: better knowledge leads to better decisions, minimising errors and enhancing the quality of our lives. This pursuit of knowledge is fundamentally about living to our fullest potential, guided by the best information at our disposal.

2. Towards Others

The responsibility to acquire knowledge extends beyond the individual to include others. In this context, it's about ensuring our interactions (in knowledge communities) are based on the most useful knowledge to the community (for example this could be credible and ethical knowledge). This aspect of responsibility highlights the role of individuals within their knowledge communities, stressing the importance of shared knowledge in fostering understanding and cooperation. It's about the ability to participate in a collextive process of shared meanings and understandings.

3. Towards the Global Community

Finally, there's a broader, ethical responsibility towards the global pool of knowledge. As DP learners and inhabitants of this planet, we are part of a larger ecosystem of knowledge and culture. Acquiring knowledge about the world is a way to contribute positively to this global community. This responsibility speaks to the ideals of global citizenship, where learning and understanding foster a more informed, compassionate, and interconnected world.

Do We Have a Responsibility to Acquire Knowledge?

Whilst it might seem like a matter of personal choice, the concept of a responsibility to acquire knowledge is rooted in a deeper understanding of our roles as individuals and members of various communities. It's not just about personal growth but also about contributing to the well-being and progress of society at large. This perspective opens up a rich vein of inquiry into how our responsibilities vary across different domains and contexts.

Conclusion

Understanding the responsibility to acquire knowledge is more than an academic exercise; it's a reflection on how we live, learn, and interact in a complex world. Whether it's towards ourselves, others, or the global community, this responsibility underscores the importance of seeking truth and understanding in all that we do. Ways to consider whether this responsibility varies by AoK is answered in the next blogpost in this series - click here for more.

For those writing ToK Essay #1 Nov 24 the ToKToday Essay Guidance notes offer structured help (incl knowledge arguments, evaluation points, real life examples etc).

Find out more from The Covering The Basics video for Essay #1 N24:

ToK Essay #1 N24: Responsibility to acquire knowledge: vary by AoK ?

In Theory of Knowledge (ToK) Essay# 1 Nov 24 students are asked to consider whether the responsibility to acquire knowledge varies by Area of Knowledge (AoK). This post explores some of the ways in which this responsibility might vary by AoK, and the possible reasons for such variance.

If you want help with the core terms "the acquisition of knowledge", and "the responsibility to acquire knowledge" see the CTB (Covering The Basics) blog for this title linked.

The Variable Nature of Knowledge Acquisition

The premise that the responsibility to acquire knowledge may differ according to the AoK could be approach using three broad concepts: the scope, purpose, and application of the AoK; the contextual responsibilities of the knower within this AoK; and the methods and tools used for knowledge acquisition.

1. Scope, Purpose, and Application of the AoK

Every AoK has its own defined scope, purpose, and application, as outlined in the Knowledge Framework. These elements dictate what constitutes valid knowledge within the AoK and how this knowledge should be applied. The diversity in these areas gives rise to distinct responsibilities for knowers, contingent on the particular AoK they are engaging with. For instance, the knowledge required in the sciences may be empirical and rigorously tested, while in the arts, subjective interpretation plays a more significant role. How and why a knower is acquiring knowledge will influence whether their responsibility to acquire knowledge varies according to the AoK.

2. Contextual Responsibilities of the Knower

The responsibility to acquire knowledge is also shaped by the knower's ethical and moral obligations, which are deeply influenced by their role within the AoK. A medical professional, for example, has a heightened responsibility to stay abreast of the latest medical knowledge, a duty stemming from their direct impact on others' health and well-being. This responsibility is not only ethical but also practical, as it ensures the knower can make informed decisions within their field.

3. Methods and Tools of Knowledge Acquisition

The validity and reliability of knowledge acquisition methods vary significantly across AoKs. Relying on a rumour from social media for scientific research, for example, is vastly different from engaging with peer-reviewed studies. Each AoK employs a set of tools and methodologies best suited to its nature, which, in turn, influences the knower's responsibility towards seeking out reliable sources of information.

A brief real world example

To illustrate these points, consider the AoK of History. The controversy stirred by the UK Secretary of State for Education, Michael Gove, in 2014 over changes to the history curriculum underscores the responsibility to acquire knowledge. Gove's decisions impacted how history is taught, making the inclusion of black history optional. This scenario highlights a situation where the knower's context—namely, Gove's position of influence—amplifies his responsibility to acquire comprehensive historical knowledge.

Evaluation Points

• AoK-Specific Approach: The responsibility to acquire knowledge might not be confined to a single AoK but could encompass multiple areas, indicating the interconnectedness of knowledge.

• Universal Responsibility: Arguably, all knowers, regardless of their context or AoK, should engage critically with knowledge, reflecting the fluid and hybrid nature of modern identities.

Conclusion

The responsibility to acquire knowledge is linked to a range of ToK elements. It is deeply influenced by the AoK, the knower's context, and the methodologies employed in knowledge acquisition.

If you want more help with ToK Essay #1 check out ToKToday's Essay Guidance Notes for Essay #1, they offer comprehensive support, including detailed knowledge arguments and evaluation points tailored to this essay prompt.

Get more detailed help in the video for this title:

A Feminist Perspective of Science

ToK students often find it hard to evaluate the Natural Sciences beyond validity issues of the scientific method. The feminist perspective of science helps us to reconsider some issues of objectivity and knowledge production in the sciences. This blog post considers the influences of gender on the acquisition, production, and interpretation of scientific knowledge, we focus on the work of key feminist theorist Donna Haraway, and use the work of Sandra Harding, and Evelyn Fox Keller. For ToK (Theory of Knowledge) students, understanding the feminist approach to science helps to appreciate the nuances in the construction of scientific knowledge, and the role that gender plays in that process.

The Critique of Traditional Objectivity

Historically, the quest for scientific objectivity aimed to eliminate biases, believing in the existence of a 'natural light of truth.' (as put forward by Descartes). However, feminist and Marxist critiques challenge this notion, arguing that biases are inherent to the human condition, thus questioning the very possibility of absolute objectivity. Donna Haraway, in "Situated Knowledges," evaluates previous feminist attempts to undermine the scientific pretension to a 'view from nowhere.' She argues against the possibility of Baconian objectivity, advocating instead for a new form of objectivity that acknowledges the 'situatedness' of scientists.

Situated Knowledges and the Role of Gender in Science

Haraway's concept of 'situated knowledges' introduces the idea that all scientific knowledge is rooted in the specific contexts of its producers. This notion extends beyond the Marxist focus on class to include gender as a critical factor influencing scientific inquiry. Unlike earlier feminist philosophers who may have focused on a distinctly 'feminine' science, Haraway and others like Sandra Harding and Evelyn Fox Keller highlight the broader implications of gendered biases in the methodology and practice of science. They critique the dominance of 'toxic masculinity' in scientific methodologies, which often emphasize control and predictability, overlooking the diverse and interconnected nature of scientific phenomena.

Feminist Science: Beyond Bias

The feminist perspective on science seeks to move beyond simply identifying biases to proposing more inclusive and reflexive approaches to scientific research. This involves recognizing the value of diverse perspectives in enriching scientific inquiry and ensuring that scientific practices and policies are informed by a wide range of experiences and understandings. The involvement of individuals from various backgrounds—gender, nationality, class—in both research and policy-making is crucial for a more holistic and democratic approach to science.

The Interplay of Science and Technology: A Cyborg Manifesto

Haraway's "A Cyborg Manifesto" further explores the relationship between science, technology, and society, suggesting that our engagement with technology shapes our perceptions and interactions with the world. By embracing the cyborg as a metaphor for the complex interconnections between humans and technology, Haraway challenges traditional dichotomies and advocates for a more nuanced understanding of our technological entanglements. This perspective encourages us to reconsider the ways in which scientific and technological advancements are integrated into our lives and how they redefine our concepts of humanity and nature.

Rethinking Scientific Objectivity and Knowledge Production

The feminist critique of science calls for a reevaluation of what counts as objective knowledge and who gets to produce it. By emphasizing the importance of 'situated knowledges,' feminist theorists argue for a science that is more responsive to the social and ethical implications of its practices. This entails a shift from a singular, universal perspective to a multiplicity of viewpoints that reflect the complex realities of our world.

Conclusion: Towards a Feminist Science

The feminist perspective on science offers a powerful critique of traditional notions of objectivity and a pathway towards a more inclusive, ethical, and reflexive science. By acknowledging the influence of gender and other social factors on scientific inquiry, we can move towards a science that not only produces knowledge but also reflects the diverse realities and experiences of its global community. In doing so, we embrace a feminist science that values diversity, interconnection, and the responsible application of scientific knowledge for the betterment of society.

References

• Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.

• Haraway, D. (1985). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century.

• Harding, S. (1991). Whose Science? Whose Knowledge? Thinking from Women's Lives.

• Keller, E.F. (1985). Reflections on Gender and Science.

• Latour, B. (1987). Science in Action: How to Follow Scientists and Engineers Through Society.

This exploration into the feminist perspective of science not only highlights the critical role of gender in shaping scientific knowledge but also calls for a reimagined approach to scientific inquiry—one that is inclusive, ethically conscious, and reflective of the diverse world it seeks to understand.

To find out (a lot) more about the feminist perspective of science head over to The Partially Examined Life blog and podcast.

3 easy ways to teach critical thinking in ToK

In Theory of Knowledge (ToK) critical thinking is not just a buzzword but a foundational skill that can significantly impact students' understanding and their ability to score well in ToK. But what exactly does it mean to "teach critical thinking"? Many of the teachers that I work with have asked for more help with this.

Understanding Critical Thinking in ToK

Critical thinking in ToK can be distilled into two primary elements:

1. Evaluation of Arguments: This involves identifying the strengths and weaknesses of an argument. It's about scrutinising the evidence, reasoning, and conclusions presented.

2. Development of Alternative Explanations: Beyond just critiquing, critical thinking also encompasses the ability to propose different explanations or viewpoints.

While there are numerous facets to critical thinking, focusing on these two skills can significantly aid students in excelling in ToK.

Teaching Critical Thinking Through Knowledge Issues

One of the most effective ways to cultivate these critical thinking skills is by engaging with knowledge issues. A knowledge issue refers to any factor that might influence knowledge - be it in its acquisition, development, production, or evaluation. Key knowledge issues relevant to ToK include reliability, validity, selectivity, predictability, hierarchy, inference, misrepresentation, and various biases.

These issues are intrinsically linked to the 12 core ToK concepts, with each concept potentially serving as a category under which specific knowledge issues can be grouped. For instance, the concept of culture could encompass knowledge issues like misrepresentation, inference, and confirmation bias.

Practical Approaches to Teaching Knowledge Issues

Here are three effective strategies for teaching knowledge issues in the ToK classroom:

1. Grouping Knowledge Issues Under ToK Concepts: Start by having students categorize knowledge issues under the 12 core ToK concepts. Provide them with a list to get started, and encourage them to add their own. This activity boosts familiarity with ToK concepts and deepens understanding of knowledge issues as students discuss and justify their categorizations. For lesson materials that could be used for this activity click here.

2. Applying Knowledge Issues to Real-World Examples: Introduce students to a selection of knowledge issues, then present a real-world case study. Ask students to identify relevant knowledge issues and explain their relevance. This approach helps develop key ToK skills necessary for both the Exhibition and the Essay. For lesson materials that could be used for this activity click here.

3. Using Edward DeBono’s Six Thinking Hats: Adapt this cognitive framework to encourage alternative thinking. Assign each student or group a "hat" that represents a specific way of thinking (e.g., "Facts" for the White hat, "New Ideas" for the Green hat). Present a real-world problem for analysis through the lens of their assigned thinking direction. This activity fosters an understanding of perspective, context, and the intentions of knowledge producers and knowers.

For more in depth thoughts, and further learning materials, on teaching critical thinking in ToK click here

Conclusion

Teaching critical thinking in ToK doesn't require endless watching of TED videos, nor extensive texts. By focusing on ToK skills and creating engaging, activity-based learning experiences, teachers can effectively impart critical thinking skills. For more ideas and resources, feel free to explore further or reach out with suggestions and inquiries.

If you have any content suggestions or questions, don't hesitate to contact us at Daniel@ToKToday.com.

Daniel, Lisbon, Feb 2024

Stages for Teaching the ToK Essay

Teaching the Theory of Knowledge (ToK) essay is a challenging yet rewarding endeavour that requires careful planning and thoughtful instruction. The ToK essay is a critical component of the International Baccalaureate (IB) Diploma Programme, demanding students to reflect on the nature of knowledge and how we know what we claim to know. Drawing on my experience of guiding students through the ToK essay in 22 exam sessions, I've distilled my approach into five key stages that have proven effective. These stages are designed to optimise the teaching process for the ToK essay, ensuring both teachers and students are well-prepared for this intellectual undertaking.

1. Planning Not Writing

The most crucial insight I've gained is the importance of prioritising planning over writing. Students should devote a significant portion of their time to unpacking the essay titles, exploring the concepts, and crafting knowledge arguments. This preparatory stage is vital for a successful essay, making the writing process smoother and more productive. I advocate for a planning-to-writing time ratio of roughly 80:20, encouraging students to engage deeply with their ideas before committing them to paper. This approach ensures that students are thoroughly thinking through their arguments and structuring their essays coherently before they begin the actual writing.

2. Delay Choosing Titles

A common mistake students make is rushing to select their essay title. Delaying this choice until later in the planning phase allows students to broaden their understanding of ToK concepts and apply these insights to various prescribed titles (PTs). This strategy enhances their conceptual flexibility, enabling them to craft more nuanced and comprehensive essays. By postponing the selection of essay titles, students can explore a wider range of ideas and approaches, ultimately choosing a title that resonates with their insights and understanding of ToK.

3. Problematizing Concepts, Knowledge Issues & Knowledge Arguments

To achieve high marks in the ToK essay, students must adopt an analytical, evaluative, and critical stance towards ToK concepts and the knowledge framework. Many students begin with a settled view of ToK, which can limit their ability to critically engage with the essay's demands. By problematising ToK concepts and encouraging critical examination of knowledge issues—such as reliability, validity, and falsifiability—students can develop a more sophisticated and questioning approach to knowledge. This critical engagement is essential for constructing compelling arguments and achieving excellence in the ToK essay.

4. Groupwork Teamwork

Given the typical class size for ToK, individualised teacher support for each student's essay can be challenging to provide. Leveraging the power of group work can offer peer support, advice, and guidance. Establishing writing groups for students tackling the same prescribed titles can foster a collaborative learning environment while adhering to academic integrity rules. Promoting the essay as a collaborative process can alleviate individual anxiety and ensure a supportive learning community where all students progress together.

5. The Draft Deadline Is the Big Deadline

Emphasising the draft deadline as the primary milestone can significantly impact the quality of the final essays. By treating the draft deadline with greater importance than the final submission deadline, most of the "heavy lifting" can be completed early on. Some schools celebrate this stage with a Draft Deadline party, highlighting its significance. A well-developed draft sets the stage for refining essays from middle to higher mark bands, focusing on enhancement rather than basic completion.

These five stages offer a comprehensive approach to teaching the ToK essay, providing a framework for students to develop their ideas thoughtfully and critically. For teachers embarking on this educational journey, these strategies can facilitate a more engaging and effective learning experience, helping students to navigate the complexities of the ToK essay with confidence.

Teachers can get a free teaching schedule overview at this link.

If you are a teacher who would like help with delivering the ToK Essay, or you're a student who would like help writing your ToK essay, please contact me: Daniel@TokToday.com

Stay ToKTastic,
Daniel, Lisbon, Feb 2024

Teaching Schedule for the ToK Essay

This is an overview schedule of foci and activities for teaching the ToK Essay, showing the monthly timing for both May and November Exam Sessions.

A few items of note:

• The schedule sets aside 5 months for the completion of the essay. I know that some teachers may dedicta eless time to the essay, but as a critical pass/fail component of the Diploma I dedicate substantial time to the essay.

• Students spend most of the time unpacking & exploring the prescribed titles. This is essential ToK learning, counting towards the 100 hours of time scheduled for ToK.

• The Draft Deadline is the effective end point of the process. If undertaken carefully there should be very little for students to do after the Draft submission.

For more information see this blogpost.

You can download a PDF version of the teaching schedule at this link.

What makes art arty?

It's useful to remember that "Art" and artistic knowledge includes music, literature, visual art, textiles, sculptor and film. In ToK a perennial debate is what defines art? Is it the subjective beauty perceived by an observer, or the underlying structures and theories that constitute its foundation? This discussion considers the complexities of aesthetic appreciation versus the structured knowledge that underpins artistic creation, with an aim to find ways to define art.

Aesthetics: The Subjective Experience

Aesthetics, derived from the Greek word "aisthesis," meaning perception, refers to the sensory experience or the beauty perceived in art. In music, literature, visual art, and film, aesthetics play a pivotal role in determining the audience's emotional response. Philosopher Immanuel Kant, in his work "Critique of Judgment," emphasised the importance of subjective beauty and its impact on the individual observer (Kant, 1790). For instance, the haunting melodies of Chopin's nocturnes or the stark, emotive lines of Picasso's Guernica strike chords of beauty and pain in listeners and viewers, transcending their technical composition.

Underlying Structures: The Foundation of Art

Conversely, artistic knowledge is rooted in established theories and structures. In music, this includes the understanding of chords, scales, and rhythm. The chromatic theory in visual art, and the rule of thirds in photography and painting, provide artists with guidelines to create balanced and harmonious compositions. In literature and film, narrative structures like Gustav Freytag’s pyramid and Joseph Campbell's "The Hero's Journey" are pivotal in crafting compelling stories. These structures are not just technicalities but are the backbone of artistic creation, offering a template for artists to innovate and express their ideas (Freytag, 1863; Campbell, 1949).

Music: Harmony and Melody

In music, the juxtaposition of aesthetics and structure is pronounced. The chord progressions in a piece by Bach or the innovative use of the tritone in Beethoven's compositions underpin the emotional response they evoke. Music theory is not just a set of rules; it's a language that enables composers to convey emotions and stories. For example, the use of minor keys to convey sadness or dissonance to express tension is a structured approach to creating an aesthetic experience (Rameau, 1722).

Visual Arts: Colour and Composition

In visual arts, the interplay of colours, lines, and shapes based on chromatic theory and compositional rules like the rule of thirds or the golden ratio, form the basis of aesthetic appeal. Monet's Impressionist works, though seemingly spontaneous, are underpinned by a deep understanding of light and colour theory. Similarly, the geometric precision in Mondrian's abstract works conveys beauty through structured form and colour (Gage, 1999).

Literature and Film: Narrative and Form

In literature and film, narrative structures guide the unfolding of stories. Shakespeare’s use of iambic pentameter in his plays provides rhythmic structure, enhancing the emotional impact of the words. The three-act structure, common in both literature and film, creates a framework within which stories are told, influencing how the audience perceives and engages with the narrative (McKee, 1997).

Balancing Aesthetics and Structures

The crux of the debate lies in finding a balance between these two aspects. Artistic knowledge and structures provide a foundation, but it's the artist's aesthetic choices that bring these elements to life. The tension between following rules and expressing subjective beauty is where art truly becomes 'arty'. This tension allows for innovation and creativity, leading to the evolution of art forms and artistic expression.

Conclusion

In conclusion, art is a complex amalgamation of aesthetics and underlying structures. While the aesthetic experience is subjective and varies with individual perception, the knowledge of underlying structures provides a framework for artists to express their creativity. The interplay of these elements is what gives art its depth, making it a continually evolving and dynamic field. Understanding this intricate balance is crucial for appreciating art in its entirety.

If you want help with your ToK Essay or ToK Exhibition contact me at Daniel@TokToday.com, or use the Messenger Chat icon on this website.

Stay arty my friends!
Daniel, Lisbon, Feb 2024

References

• Kant, I. (1790). *Critique of Judgment*.

• Freytag, G. (1863). *Die Technik des Dramas*.

• Campbell, J. (1949). *The Hero with a Thousand Faces*.

• Rameau, J. P. (1722). *Treatise on Harmony*.

• Gage, J. (1999). *Colour and Culture: Practice and Meaning from Antiquity to Abstraction*.

• McKee, R. (1997). *Story: Substance, Structure, Style, and the Principles of Screenwriting*.

What are the Examiners thinking about the ToK Exhibition? May 23 ToK Subject Report

The Theory of Knowledge (ToK) Subject Report is written by examiners after each exam session, it is a reflection on what examiners have seen in the work submitted for the exam session. The report includes details on common mistakes made, and recommendations for avoiding those mistakes in the future. As such the ToK Subject Report is the most definitive document for understanding “what the examiners want”. I strongly recommend close reading of the TOK Subject Report for all ToK teachers. The ToK Subject Reports can be found in the Programme Resource Centre of MyIB.

In this blog post I summarise some of the pertinent and interesting points about the ToK Exhibition arising from the May 23 ToK Subject Report. I published similar post about The ToK Essay a couple of days ago (linked). I have written similar posts about previous ToK Subject Reports in the past (linked & linked). 

The Exhibition 

1. Examiners appreciate:

• Students choosing objects that are “interesting to them, wide-ranging, and unique” (pg 9)

• Three distinct commentaries (one for each object),

• Equal treatment to each object.

2. Choosing objects.

• Objects should have some personal significance to the student.

• Objects of interest, and / or personal significance, tend to lead to more successful explorations of knowledge issues.

• IB recommends that students choose objects before choosing the prompt (Pg 9), they want the student to reflect on how ToK manifests in the world. This requires students to “find ToK arising from objects”. Whilst this is certainly an ideal, in my experience many students find this very difficult. This is one of the reasons that I recommend that students choose a prompt, write 3 distinct knowledge arguments, and then find objects that demonstrate each knowledge argument. This approach also makes it easier for students to “justify the inclusion of each particular object in the Exhibition” which is required to access the higher mark bands.

Please see in depth blog post on the debate about choosing objects linked here.

3. It is generally recommended that the Exhibition is organised around one of the ToK Themes. However, caution is noted to ensure that the theme does not narrow the discussion, nor lead to repetition of the same idea. There is no specific assessment criteria for the use of a theme, it is a recommended teaching approach rather than a requirement.

Particular caution is noted when the themes of Knowledge & Religion, and Knowledge & Technology are used.

4. Introduction and Conclusion sections are neither required nor recommended ( a waste of words).

5. Most popular prompts:

#11: Can new knowledge change established values or beliefs?

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

#17: Why do we seek knowledge?

#20: What is the relationship between personal experience and knowledge?

#21: What is the relationship between knowledge and culture?

Least popular prompts:

#19: What counts as a good justification for a claim?

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

#31: How can we judge when evidence is adequate?

#32. What makes a good explanation?

5. Assessment can be seen in 4 broad areas:

• A: the identification of three objects and their real world context.

• B: The explanation of links between the objects and the prompt.

• C: The Justification for the contribution of each object to the exhibition.

• D: Supporting evidence & references to the prompt.

6. Teacher comments are very important in the moderation process. Teachers should use the key words in the marking criteria, but not cut & paste the marking criteria (pg 11).

7. The focus in The Exhibition should be on knowledge, not the objects. Students should “interrogate the ToK space, not just describe it” (pg 12).

8. The showcasing of the student’s Exhibition should happen AFTER submission of The Commentary. The showcase is not an opportunity for students to get feedback on their work before submission. (pg12)

9. Some tips about structure:

• Each object should receive equal treatment (about 315 words).

• Introductions & Conclusions should be avoided.

• Prompts usually contain key ToK Concepts. Students should reflect on the significance of those concepts in the knowledge issues arising from the objects.

• Prompts are often misinterpreted, or shortened in response.For example Prompt #12: Is bias inevitable in the production of knowledge often results in students focussing on bias, and misses dealing with its inevitability. A long list of similar common mistakes is given on page 13 of the Subject Report, it is well worth checking.

• Links between the object and the prompt need to be explicit and direct. They should be knowledge links, ie explaining how the object demonstrates the knowledge issues raised in the prompt (Pg 14).

• Justification of inclusion of the object should be seen as from the link. The justification is a further elaboration of the connective link, “showing what it is about that specific object that is so interesting in making us think about the prompt.”

• Evidence: Students should not make unsubstantiated claims, they should provide evidence for claims either from external sources, or from their own experience (e.g. from their studies etc).

If you need more help with the ToK Exhibition we have a range of resources to guide you through this assessment (click here), including the e-book EVERY ToK Exhibition Prompt explained (click here).

What are the examiners thinking about the ToK Essay in 2023 ?

The Theory of Knowledge (ToK) Subject Report is written by examiners after each exam session, it is a reflection on what examiners have seen in the work submitted for the exam session. The report includes details on common mistakes made, and recommendations for avoiding those mistakes in the future. As such the ToK Subject Report is the most definitive document for understanding “what the examiners want”. I strongly recommend close reading of the TOK Subject Report for all ToK teachers. The ToK Subject Reports can be found in the Programme Resource Centre of MyIB.

In this blog post I summarise some of the pertinent and interesting points about the ToK Essay arising from the May 23 ToK Subject Report. I will publish a similar post about The Exhibition in a couple of days. I have written similar posts about previous ToK Subject Reports in the past (linked & linked). 

What do we learn about the ToK Essay from the May 23 ToK Subject Report ?

1. Students need to address all parts of the prescribed title. Don’t ignore parts of the question, this affects coherence of the answer (top of P5.)

2. Precise and direct reading of question is important (e.g Q2 M23 “For artists & natural scientists” many students did not consider artists & natural scientists, they just considered ‘for the general public’.).

3. A stepped approach to build an argument is most effective for complex essays that contain multiple elements (eg #4M23: "Do you agree that it is "astonishing that so little knowledge can give us so much power" (Russell)? Discuss with reference to the NS & one other AoK"). This essay requires students to deal with each element in turn, and to develop knowledge arguments relating to each. Contrasting claims / counterclaims / evaluation points are particularly important in complex essays (eg #4 M23, bottom of pg 6/top of 7).

4. Visual representations (eg charts & graphs) are now appropriate in ToK essays (Essay 5 M23).

5. Focus on writing a critical exploration of the PT (the driving question) rather than on a descriptive essay. A critical exploration includes: 

• Arguments supported by examples

• Implications

• Awareness of & evaluation of different points of view. 

• Limitations of arguments

6. Use of “points of view” rather than counterclaim. Points of view allows for a more nuanced range of points than a counterclaim. Points of view do not necessarily contradict, nor cancel out, the initial claim.

7. Examples should be explicitly connected to the knowledge argument and shown to justify a point.

8. Examples drawn from the student’s own studies, or own life, generally make better examples because it is easier for the student to analyse them and to understand the implication of the example (para 3, Pg 8).

9. AoK History should consider:

• The history of events that are at least 10 yrs old.

• The history of events that have been investigated by historians (rather than e.g. by journalists).

• The process of the production of historical knowledge rather than the event itself.

10, Geography & Economics are often used well as Human Science disciplines.

11. The Planning & Progress Form is of increasing importance as an academic integrity check given the growth of AI etc.

OK - this is just a very brief summary of some of the main points. Some of these points are included because they are surprising, or new, to me. If you want more details on the subject report I recommend downloading it from the Programme Resource Centre. A similar summary of points about the ToK Exhibition in the May 23 Subject Report will be out soon.

Stay ToKTastic,
Daniel, Lisbon Feb 24

Watch this post as a video:

Choosing Objects for the Exhibition: The big debate.

Should students choose their objects before the prompt, or should they choose the prompt before their objects, in the IB ToK Exhibition ?

Quote from many IB ToK Teachers !

IB has been quite clear that students should choose their objects before they choose the prompt for their ToK exhibition. However, I have always argued that students should choose the prompt, and write knowledge arguments, before they choose their object. In this blog post I will run through IB’s argument, explain my concerns with it. I will then explain why I recommend choosing the prompt before the  object.

IB’s recommended approach.

IB have always recommended that students choose their objects before they choose the prompt for their ToK Exhibition. The reason for this recommendation is the driving question of the ToK exhibition, namely that students ‘reflect upon how ToK manifests itself in the world’ around them. In theory, I totally agree with this approach. Of course, I hope that my students can identify knowledge issues, knowledge arguments, and knowledge problems arising from the physical world around them. If students see knowledge issues arising from the objects around them ,and use this for their ToK exhibition, they will develop more informed and holistic Tok discussions. As such, in theory, I am entirely in agreement with the IB’s recommendation. However, as we shall see later, even the IB acknowledges that there are problems with this approach.

Prompt & Knowledge arguments BEFORE objects.

I recommend that students both choose a prompt, and write three knowledge arguments, before they choose objects for their ToK Exhibition. My recommendation is the exact opposite of the IB’s recommendation, and is born from the experience of doing the exhibition with students in the past couple of years. My experience of letting students choose objects first is that when they come to write their commentary they often find that the objects don't fully link to, nor illustrate, the prompt and knowledge arguments. They then have to go back and change their objects to more appropriate ones. Now, of course, this could be a deficiency in my teaching, I'm clearly not able to develop the desired reflective capacity of my students. therefore, if you are in anyway like me, and wish to find the most effective way to optimise teaching time for Theory of Knowledge, then you may also want to front-end the process by fitting knowledge arguments to objects, as I do.

In order to access the higher marks in the ToK Exhibition students have to justify the inclusion of each specific object in the exhibition. The May 23 subject report says that this is a “stronger and more detailed explanation of the link between the object and the prompt” (pg 11). In reality this is a specific knowledge argument linking that specific object to the prompt. Therefore, a shortcut to getting into the higher Mark range is for students to identify these knowledge arguments at the beginning of the exhibition process. This is why I advocate writing knowledge arguments before choosing objects. 

Specificity is the real issue.

On page 15 of the May 2023 subject report IB do recognize that choosing the prompt first can also lead to valid and high scoring marks. they say students may start with a prompt which they find particularly interesting and have ideas about the objects that they will choose. entry points are equally valid what matters is the thinking that goes with them.

On reading successive subject reports and notes for examiners we find that the important issue to do with the objects chosen for the Tok exhibition is specificity. The IB are recommending choosing objects first because they think that if students choose the prompt first  they are more likely to choose generic objects and write generic commentaries. In the last few Subject Reports they have explained in some detail the difference between a generic use of an object and a specific use of an object. Just search for the words Family Bible in the May 2023 subject report to find this example, or click on this blog post for a full explanation of what is meant by a specific object.

Summary.

If your students can easily see the ToK issues manifest in the world around them ask them to choose objects before a prompt to write object specific commentaries.

If your students find it challenging to see the ToK issues manifest in the world around them, ask them to choose prompts and write knowledge arguments before  choosing specific objects to write specific commentaries.

The specifically important point is the specificity of the specific objects specific to the specific prompt.

Stay specific my friends,
Daniel, Lisbon, Feb 24

Implications in ToK Essay: What are they?

Implications in the ToK Essay: A Guide to Achieving High Marks

Understanding Implications in Theory of Knowledge Essays

Achieving high marks in your Theory of Knowledge (ToK) Essay is a significant milestone. A crucial element that can help you score between 9 and 10 marks is the inclusion of implications in your arguments. Many students struggle to understand what these implications are. This post aims to clarify 'Implications' and guide you on how to effectively incorporate implications into your ToK essays.

Defining Implications

According to the Oxford English Dictionary, an implication is defined as

"the action of implying; the fact of being implied or involved, without being plainly expressed; that which is involved or implied in something else."

Oxford English Dictionary

In simpler terms, think of an implication as the potential "so what?" outcome of an argument. It’s what could logically follow from the premises you have established.

Illustrating Implications with a Simple Example

To understand this better, let's consider a straightforward, non-ToK example:

• Argument: Abigail ALWAYS takes an umbrella with her when it is raining.

• Observation: Abigail has taken an umbrella with her.

• Implication: It is raining.

This example shows the direct implication. However, we can delve deeper and consider other implications such as:

• Abigail thinks that it is raining.

• It was raining when Abigail decided to take the umbrella, but it might not be now.

• Abigail believes it will rain before she returns.

These examples illustrate how a single observation can lead to multiple implications.

Applying Implications to a Real ToK Essay

Consider the ToK essay topic: "To what extent is the production of knowledge determined by methodologies?" (#6 May 23)

Suppose the essay concludes that methodologies have less influence on knowledge production than the context of the knowledge and the intentions of the producer. Several implications can be drawn from this conclusion:

1. Methodology Variability: The methodologies of knowledge production can be varied or altered according to the needs of the knowledge producer with little effect on the knowledge produced.

2. Defining Areas of Knowledge: Areas of knowledge and subject disciplines should not be defined solely by the methodology used to produce knowledge within that discipline or AoK.

3. Contextual Nature of Knowledge: Knowledge is primarily contextual, and when taken out of its context, it may lose its meaning, regardless of the methodology used to produce it.

The Importance of Exploring Implications

Exploring implications allows for a deeper and more nuanced understanding of the argument. It shows a critical engagement with the topic and can significantly enhance the quality of your ToK essay.

Further Resources and Assistance

If you need more help with your ToK essay, consider exploring other videos under the ToK Essay tab on the ToKToday YouTube channel, or purchase the e-book "How to Write the ToK Essay in 6 Easy Steps" for detailed guidance.

ToKToday is dedicated to helping you excel in your ToK essays. Remember to like, subscribe, and share for more insightful content on Theory of Knowledge.

Daniel, Lisbon, Feb 24

How can we know current knowledge is an improvement upon past knowledge? (Exhibition prompt 13)

Guidance notes for Prompt 13 are available from this link.

These notes include:

1. An overview explanation of the prompt.

2. Examples of three knowledge claims for the prompt.

3. Suggestions for the types of object that would be appropriate for each knowledge claim.

4. How to structure the ToK Exhibition Commentary.

Knowledge arguments before objects.

I recommend writing knowledge arguments BEFORE you choose objects. I know it’s tempting to choose objects first, but if you can write 3 knowledge arguments first not only will your objects be easier to choose, but it will be far easier to "access the higher mark bands, and we all want higher scores."justify the inclusion of each particular object in the exhibition" (required for the higher mark bands).

Unpacking the prompt

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

The first terms that jump out are current and past. When is current current and when does it become past ? So, current & past can be relative terms.  The next term that interests me is improvement. We could define an ‘improvement’ in knowledge in many different ways, for example:

• The current knowledge is more functional than past knowledge, that means it has more uses or usability.

• The current knowledge could be more effective than past knowledge.

• The current knowledge could be more ethical than past knowledge. That’s contentious, so I think we’ll come back to that one.

• The current knowledge might fulfil the intention of the knowledge producer better than past knowledge. This can also be contentious when we consider who produces knowledge & why. 

• The current knowledge could produce more unexpected benefits than previous knowledge. I like this idea, it gives us a window to serendipitous knowledge production.

• The current knowledge could allow for more synthesis across various Areas of Knowledge than past knowledge.

These are all various ways in which we could define improvement in knowledge, there are many other ways, you can devise your own measure of improvement.

The common mistake with prompt 13

A common mistake is interpret the prompt as asking whether current knowledge is an improvement over past knowledge. However, the prompt is actually asking how can we know whether current knowledge is an improvement over past knowledge. As such, we need to focus on ways in which we might know about improvement in knowledge. 

Ways in which we might "know" about improvements in knowledge.

A few ways in which we know things include:

• we have evidence for it

• we are able to measure it

• it is observable to us

• we have experienced it

• we are able to compare current knowledge with past knowledge

There are many many different ways to know things and I'm sure that some of you will be able to come up with better ways of knowing than I can.

Knowledge Arguments

To write the knowledge arguments we're just together the two important parts of the prompt: how we know things, and ways to define improvements.

Knowledge Argument 2 is slightly contentious because some would argue that we can only assess ethics by the standards of the time in which you live. One of the counter-arguments to this is to focus on the methodology of assessment rather than the context of assessment. So, I’ve written this KA to use reason as the means or methodology by which we know.

Knowledge Argument 3 may also be a little contentious by taking the line that we may not know something, this is a small risk that should be OK because we’ve already shown 2 ways in which we can know something, so now I’m taking a more critical approach to the question. I’m also drawing upon the core unit in ToK Knowledge and The Knower. 

Choosing Objects

IB strongly recommend that you choose things that are of significance to you. These could be things that you have studied in your DP, or things that you are personally interested in. I have chosen 3 things that I am interested in, but you will probably have different interests, so you should choose different objects to mine.

Knowledge Argument 1: We know that current knowledge is an improvement upon past knowledge when objective evidence demonstrates current knowledge to be more effective than past knowledge.

The object that I’ve chosen to demonstrate this KA is a scientific epidemiological report from the US Centre for Disease Control on the control of the viral disease Smallpox through the use of the Smallpox vaccine. The report gives quantitative objective statistical evidence of the vastly reduced incidence of smallpox arising from use of the vaccine.

Knowledge Argument 2: The second knowledge argument is that We know that current knowledge is an improvement upon past knowledge if it is reasoned to be more ethical by contemporary standards of ethics.

I’ve chosen The European Convention on Human Rights to demonstrate this. The convention arises from a contemporary understanding of ethics arising from the use of reason as a way of knowing during the 18th & 19th century period of European Enlightenment. My argument being that reason as a way of knowing allows us to know that current knowledge is an improvement over past knowledge. 

The third knowledge argument is  that we may not know that current knowledge is an improvement upon past knowledge if our knowledge of improvement is mainly derived from the experience of the knower.

The object that I’ve chosen to illustrate this argument is a modern documentary film made about Shakespeare’s Globe Theatre. The documentary compares the experience of current forms of entertainment with the experience of watching plays at Shakespeare’s Globe in the sixteenth century. My argument being that if we measure improvement of knowledge in terms of the experience of the knower then we can’t be certain that the experience of contemporary forms of entertainment are necessarily an improvement of past forms of entertainment. Experience is an individual phenomenon which cannot be satisfactorily compared across time, place, nor other contexts. 

Make it personal and specific

You will probably develop different knowledge arguments, and use different objects to mine. But I just wanted to show you how to unpack this prompt, some different ways to think about the prompt, and ways in which to move from knowledge arguments to objects. Making the objects relevant and significant to you is an important part of the ToK Exhibition

Stay Toktastic my friends.
Daniel, Lisbon, Jan 2024

Help! Urgent help needed - ToK Essay!

 I am receiving lots of messages from students across the world at the moment saying things like "Help! I need urgent help with my ToK Essay! My deadline is very soon, and I’m finding it really difficult". Please keep reaching out, I love to help you, that’s what I’m here for.

Today, on ToKToday we're going to look at what you can do if you’re worried about completing your ToK essay. Maybe you don’t know where to start, or you may have left it a little late. Here’s the ToKToday guide to saving your ToK life:

1. Planning.

No matter how little time you have left, spending some time Planning will help you to write a better essay. You have 1600 words, so think of it as an 8 paragraph essay, each para is 200 words long. A basic essay structure that will deliver for most titles is shown below:

Generic ToK Essay Structure

This is a super rough & ready essay structure designed to get you out of a last minute hole. Of course  there are many other essay structures that you could use, many better essay structures, but if you’re down to the last 36 hrs before hand in time this essay structure can deliver you an essay that will pass. If you need more help with how to structure the essay see the video linked here.

In the introduction you can explain your interpretation of the prescribed title, and explain how you intend to answer the prescribed title, if there are assumptions in the title  you may want to explain whether you intend to address these and why. Many students define key concepts in the Introduction, however I would recommend putting your definitions in the knowledge arguments in each AoK.

2. Knowledge Arguments

Knowledge Arguments are the central focus of your essay, these are what you will get most of your marks for. So spend time working these out before you start writing. You need at least one central knowledge argument for each AoK. You can then develop other knowledge arguments as the evaluation points for the main knowledge argument in each AoK.

If you’re struggling to find knowledge arguments then use your ToK Notes, your ToK textbook (if you have one), blogs on this site, and the ToKToday videos on YouTube.

3. Real World Examples

Lots of people get hung up on which real world examples to use. You can draw on your other DP subjects for real world examples, pull them from the things that you have studied in other DP subjects. How you use the real world example to illustrate the knowledge argument  is more important than the real world example used.

4. Evaluation Points.

If you want to score more than 5 out of 10 you need to evaluate your knowledge arguments. These are best thought of as “other points of view”. Good evaluation points will constitute further knowledge arguments in your essay. If you are struggling to identify evaluation points then watch the video linked above .

5. Filling in the paragraphs.

Once you know what you are putting in each of your 8 paragraphs you have your structure. Now all that you have to do is to fill in the words around the main points in each paragraph. This is how you both speed up the writing process and improve the quality of you what you write. 

6. Implications & Conclusions.

Finally you need to include a concluding paragraph that ties all of the arguments across both AoKs together. The conclusion must directly and unequivocally address the original prescribed title, this will probably require using the words from the prescribed title in your conclusion. You could also include the implications of your conclusion in this final paragraph. 

More help with ToK Essay

We have lots of resources & support for you to help you to write your ToK Essay:.

• We have at least 3 videos on YouTube explaining, and giving examples for, EACH ToK Essay title.

• We have blog posts explaining possible different approaches for each essay title.

• We have detailed Guidance Notes for each ToK Essay title.

We can also provide online coaching sessions to support you every step of the way in writing your essay.

Finally, once you have a first draft in place we can provide detailed written feedback to help you to refine your thinking and writing.

If you need help then please feel free to reach out, the more time we have to work together before your submission deadline the better we can develop your essay so please don’t leave it too late. 

If you have any questions or suggestions please feel free to email me at Daniel@ToKToday.com, or use the Messenger icon on this website.

Daniel, Lisbon,
January 2024

Don't want to read? Watch the video instead:

ToK Essay May 24 FAQs

Introduction to ToK Essay May 24 FAQs

I've been receiving many questions about the May 24 Theory of Knowledge (ToK) essays. As such I compiled this blog post to address the most frequently asked questions, provide insights, and offer guidance for students embarking on their ToK essays. Here's a detailed breakdown of the most common questions, along with my advice.

Q1: Are we allowed to use examples from WW1 or WW2 in the essay?

A recurring question from students in Europe and the Americas is the appropriateness of using World War I or World War II examples in their essays. The ToK Subject Report of May 23 clarifies that while there's no explicit restriction from the IB on such examples, they must be relevant and sufficiently justify the point being made. Importantly, examples drawn from personal studies or experiences are highly recommended, as they allow a deeper understanding and better analysis.

Q2: Do I have to use perspectives in my essay ?

The command term 'Discuss' requires that you give a critical exploration of various viewpoints. The November 22 ToK Subject Report emphasises evaluating different perspectives, not just stating them. It's essential to consider and justify multiple points of view in your essay, including your own, provided they are supported by evidence.

Q3: Can I argue the opposite of the Question ?

Can you argue contrary to the prescribed title? Yes, but with a caveat. You must explore a range of viewpoints, including those aligned with the prescribed title. The IB stresses showing awareness of diverse opinions, allowing complete agreement, agreement with reservations, or total disagreement, backed by evaluative reasoning.

Q4: What's the difference between Counterclaim and Evaluation?

The distinction between a counterclaim and an evaluation is pertinent to the current ToK curriculum. Previously, essays focused on counterclaims, but now the emphasis is on evaluation points. This approach allows for a more nuanced discussion of both the strengths and weaknesses of a claim.

Q5: Do I have to include examples for every Knowledge Claim?

This question primarily concerns the essay structure used. Whilst the IB doesn’t prescribe a specific structure, examples are essential for illustrating main claims and significant evaluation points. The key is to use examples effectively and in balance with the essay's word limit, focusing more on how they illustrate knowledge claims rather than on lengthy descriptions.

Conclusion and Additional Resources

This blog post aims to clarify the most common queries about the ToK Essay for May 24. For more detailed guidance, including essay structures and effective example usage, consider exploring my e-book "How to Write the ToK Essay in 6 Easy Steps".

For detailed guidance notes on each Prescribed Title in May 24 session click here.

Stay tuned for more FAQs in future posts and feel free to reach out with your questions at Daniel@TokToday.com or through the ToKToday website and Facebook page.

Daniel, Lisbon, Jan 24

Effective Note-Taking and Study Skills in ToK

A subscriber asked me to talk about the best ways to take notes in ToK. It sounds pretty straightforward, but as ever with ToK there's more to this seemingly simple question than first meets the eye.

Introduction to Note-Taking in ToK

In Theory of Knowledge (ToK) classes, students often grapple with the best methods to take notes. Note-taking preferences can vary widely due to individual student preferences, teaching strategies, and available resources. This blog post aims to distil some universal principles of effective note-taking in ToK, We will look at the link between ToK note-taking and ToK Study Skills.

The Purpose of Note-Taking in ToK

The first question to consider is: Why are you taking notes in your ToK lesson? The immediate answer might be to help remember the content. However, this leads to further question: Why do you want to remember ToK content, and is note-taking the best way to do so?

Is Traditional Note-Taking the Best Method?

While traditional note-taking methods like the Outline, Cornell, and Box methods are popular, it's essential to find what works best for you. Experimentation is key. For instance, some students may find success with flow charts, while others might prefer a more visual approach like a bullet journal pictorial, even using digital tools like an iPad.

For details of various note taking strategies try this page, or this page.

The Active Processing of Content

The crucial aspect of any note-taking method is that it involves active engagement with the content. This semantic processing, as opposed to rote memorisation, significantly enhances content retention.

Why Remember ToK Lesson Content?

This brings us back to the fundamental question: Why are you trying to remember the content of ToK lessons? While a common goal is to excel in ToK assessments like the Exhibition and Essay, it's important to recognise that ToK is not just about content. It's about developing a set of skills - thinking, analytical, writing, and research skills.

Retaining and Developing ToK Skills

The best way to retain and develop the skills learned in ToK lessons is through practice and reflection. This involves actively applying ToK principles to your Diploma Programme subjects and reflecting on your strengths and areas for development. Questions like "What am I good at?" and "What do I need more practice on?" are vital.

The ToK Reflection Journal

A highly recommended tool is the ToK reflection journal. This journal is a space for students to regularly reflect upon their learning, link it to previous knowledge, plan future learning paths, and more. The format of this reflection can vary - written journals, audio recordings, or pictorial bullet journals - the key is frequent and honest reflection.

Conclusion and Further Engagement

In conclusion, whilst traditional note-taking methods have their place, the essence of effective learning in ToK lies in actively processing information and focusing on skill development through practice and reflection. For those seeking more guidance or wishing to suggest content for future discussions, feel free to reach out via email (Daniel@TokToday.com) or use the Facebook Messenger icon on this website.

By embracing these principles of note-taking and study skills in ToK, students can significantly enhance their understanding and application of ToK concepts, leading to a more profound and insightful engagement with the subject.

Stay Toktastic,
Daniel, Dec 2023

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