How can Foucault help us with ToK Essay#2 May 25 (Fragile revered knowledge) ?

I recently read Michel Foucault’s amazing essay “What is an author?”. As I read my brain was pinging “that ToK essay on Fragile Knowledge, this is that ToK Essay on fragile knowledge !”.

So here, I’ve written some of my thoughts on how we can use Foucault's ideas in “What is an Author?” to help us to answer the question of whether our most revered knowledge is more fragile than we assume.

Before we dive in please let me make it clear that I don’t teach Foucault to ToK students, and I wouldn’t recommend that ToK students try to read any of Foucault’s work. This post is more directed to ToK teachers, it’s probably more for the post-modernist inclined ToK teacher.

Starting points:

We tend to think of knowledge as having “authors”: e.g. Shakespeare’s plays, Darwin’s theory of Survival of The Fittest, Newton’s Laws of motions etc. 

The process by which we attribute / decide who is the author, and the effects of that process, is called “authorship” by Foucault.

I propose that authorship exists because our knowledge (esp, revered knowledge) is more fragile than we assume. This is why:

In What is an Author? Foucault explores the uncertainties surrounding the concept of authorship and its implications for how we understand knowledge. He argues that the author is not merely a creator of texts, but a function through which discourse is organised and classified. This notion challenges traditional ideas of authorship, where knowledge is seen as fixed and authoritative. Instead, Foucault suggests that the "author-function" can shape and limit how we view knowledge, making it more fragile than we might assume.

Foucault's analysis  is that the role of the author is neither neutral nor stable. The concept of an author leads us to edit, serialise, and classify knowledge. It determines what we consider to be  legitimate, and important, within a genre / discipline / AoK. For example, by attributing ideas or works to a specific author, we often assign them a value based on their name, status, or historical importance. This has two implications in terms of the fragility of knowledge. Firstly, it allows us to consolidate, or strengthen, otherwise disparate (“fragile”) knowledge by grouping it, and giving it a label (often of status, maybe reverentially). Secondly, it means that knowledge becomes closely tied to the authority of the author, rather than its content alone. However, knowledge can be fragile when new interpretations, or doubts about authenticity, or shifts in cultural values arise.

One significant point Foucault raises is how the author's name operates as more than just a label. The author's name becomes a category that shapes the interpretation of the text, assigning it a place within cultural or intellectual frameworks. This process of attribution can either elevate (make “revered”) or diminish the knowledge contained within the text, depending on how the author is perceived. The implication being that without this label the knowledge could be described as “fragile”. Further, if an author’s legitimacy is questioned or the context in which their work was created changes, the knowledge attached to them may also lose its credibility. In this way, the concept of authorship, which once served to stabilise and legitimise knowledge, can introduce fragility by making knowledge dependent on the reputation and interpretation of the author.

Foucault argues that the "author-function" changes over time and is shaped by social, cultural, and historical contexts. This means that what is considered revered knowledge in one period might be re-evaluated and challenged in another. For example, the work of authors from centuries ago may be reinterpreted based on contemporary values or discarded if their views no longer align with current social norms. This dynamic nature of authorship highlights how fragile knowledge can be when tied to the concept of the author.

Authorship influences, and arguably, limits our interpretation of knowledge. Subsequently this can lead to bias in the perspectives that we develop about knowledge. As such, authorship moves us away from reverence of knowledge derived from desirable characteristics based on more objective universal features. It moves us towards a more subjective (and arguably fragile) interpretation of knowledge based upon the attribution of the production of that knowledge.

Foucault’s argument about authorship shows that the ways in which we organise knowledge can also indicate the fragility of that knowledge. By editing, serialising, and classifying knowledge through the lens of the author, we risk limiting our understanding and making knowledge dependent on changing interpretations of authorship.We are left with a tension between the semiotic or structural characteristics / functions of knowledge vs the labelled characteristics of knowledge.

How do I translate this into classroom teaching…, - watch this space, coming soon !

Get STUDENT FRIENDLY notes for Essay #2 M25!

These notes are:

• very student friendly (unlike the above blogpost).

• contain knowledge claims, evaluation points, examples and implications.

• include a proposed structure.

• include suggestions for Introduction and Conclusion sections.

• 5,500 words.

Click here to purchase.

Stay Toktastic my friends,
Daniel, Lisbon, September 2024

References

Foucault, M. (1979). Authorship: What is an Author? Screen, 20(1), 13–34. https://doi.org/10.1093/screen/20.1.13

What can paperclips tell us about the May 2025 ToK Essay titles ?

Yesterday I had the privilege of running a session unpacking the May 25 ToK Essay titles hosted by Toddle (a video of the session will appear at this link shortly), many thanks to all of those who attended.

From the session I learned that many colleagues are interested in practical suggestions as to how to unpack the ToK Essay, and how to support students as they prepare to write their essay.

I believe that in the period preceding the writing of the essay the concepts and themes relating to the essay should be explored. I'd go as far as to say that they should "taught", but this doesn't mean that I stand at the front and lecture !

What should be “taught” to students to prepare them for the essay ?

The first question is what should be taught ? Well, at this early stage I'm focusing on teaching the themes that are common to a number of the titles. In the May 25 Session the utility of knowledge is common to all the prescribed titles.

The utility of knowledge (USE of knowledge) covers a range of issues including the various ways in which knowledge is used, (these are essentially teleological issues).

This gives rise to many issues and questions including:

• Are the use and purpose of knowledge necessarily the same thing ?

• Whether knowledge is used for the purpose for which it was produced?

• Whether knowledge is produced for a purpose?

• Who defines the purpose of knowledge ? (producer or user?)

• How can we measure the usefulness of knowledge ?

• Does the use of knowledge cause its production ?
  
  

Every essay title in this session can be linked to the use (or purpose?) of knowledge. I wouldn't link these use issues to the PTs at this stage, but I will include them here for clarification for teachers:

PT1: Whether they have that ethical obligation could depend upon what you (or they) think the purpose of knowledge is (in their specific AoK).

PT2: Whether our most revered knowledge is more fragile than we assume may depend on how knowledge is used (or whether it is used at all) .

PT3: One of the ways of reconciling the drive with the finite resources is changing how we use knowledge.

PT4: Whether those improving tools result in improved knowledge depends on how we use that knowledge .

PT5: If the models are wrong but useful depends on how we use the models.

PT6:  If acquiring knowledge does destroy the sense of wonder depends on how we use both the sense of wonder and the acquired knowledge.

Obviously, this is only one of many interpretations available for these questions. Obviously, there are many other 'unifying' themes for these titles, but this could be a useful starting point for these essays.

So what am I doing in the third week of September in my DP2 class ?

I'm looking at those themes that are common across the essay titles. I'm asking students to explore this in a non-Tok context, and then gradually moving it to a Tok context. I'm not looking at the questions yet, we're just building the framework of conceptual understanding so that when students do come to the questions they concepts and themes are familiar.

“What activities are you using to teach the common theme "use of knowledge" ?”

I start with the (wonderful) paperclip exercise (linked here). This is fun, competitive, active and insightful - it ticks all of my ToK Learning activity aims. Obviously, the important part of the activity is the follow up discussion, in which I ask students to think of the paperclip as knowledge, and then to list what we learn about the uses of knowledge from this activity. I expect them to come up with many of the issues listed earlier in this blog.

Now we start to move this into a more ToK specific set of questions. In a class of 15- 20 students I will split them into groups of 3-4 students, and give each group a case study and a knowledge question. They have to use the case study to give a brief presentation on the knowledge question. They have (very) limited time to achieve this (30 mins maybe).

Grp 1 -Alfred Nobel - The discovery of dynamite. Is knowledge always used for the purpose intended by the knowledge producer ?

Grp 2 - Surrealist Art - Does all knowledge have a purpose / use ?

Grp 3 - Mosquitoes (or anything else that they won't value) - Is the value of knowledge related to its usefulness ?

Grp 4 -The discovery of penicillin - Does the use of knowledge cause its production ?

Grp 5 - Schrodinger’s Cat - Does all knowledge have to have a use ?

Grp 6 - The history of the internet - Does how we use knowledge define knowledge ?

The aim is not to get definitive answers to the knowledge questions, nor to fully understand the short case studies. The aim is for the students to start to develop a range of critical perspectives on the use of knowledge.

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Resources !

There are many other resources to Tok Today to support teachers supporting students writing the ToK Essay, including

Free Resources

ToK Essay Teaching Schedule

ToK Essay Activator Questions

Paid Resources

ToK Essay Teacher Support Pack

ToK Essay Student Guidance Notes

If you want more tailored support from me please don't hesitate to get in touch, I have worked with schools in 12 countries in the past year alone. I'd love to hear from you !

Stay TokTastic,

Daniel, Lisbon Sept 24.

Essay #5 May 25: Models - wrong but useful

In 1994, British mathematician Andrew Wiles achieved what had eluded the mathematical community for over 350 years: he proved Fermat’s Last Theorem. First proposed in 1637 by Pierre de Fermat, the theorem baffled generations of mathematicians because, despite its simplicity, a proof seemed unattainable. Wiles’ eventual success was not just about proving the theorem itself but also about using a range of mathematical models and theories that were, at times, thought incomplete or imperfect.

This story illustrates the claim, “all models are wrong, but some are useful”. In Theory of Knowledge (ToK), this idea invites us to reflect on the nature of models (in mathematics, science, history or the arts) and their inherent limitations and utility.

Fermat’s Last Theorem had been unsolvable for centuries because existing models in number theory couldn’t adequately address its complexity. However, Wiles’ proof drew on advancements like the Taniyama-Shimura-Weil conjecture, which connected previously unrelated areas of mathematics. Even though earlier models of understanding numbers were incomplete or “wrong” in terms of solving this specific problem, they were immensely useful in eventually reaching a solution.

In our student guidance notes for ToK essay#5 May 2025, we explore the question: “all models are wrong but some are useful”? Using examples like Wiles’ work on Fermat’s Last Theorem, we explore how models, despite their imperfections, often serve as stepping stones to greater understanding. Whether in mathematics, the sciences, or the arts, models are tools that allow us to approach complex phenomena, even if they require refinement or revision over time. Understanding their limitations—and recognising their utility—is key to grasping the evolving nature of knowledge.

Essay #2 May 25: Fragility

The first essay that I decided to write guidance notes on for the May 25 session is Essay #2 fragility. I really like this essay, it’s super accessible, touches upon many core ToK ideas, and helps me to understand why all the best music was made between 1970-2000.

When I was growing up in ye olden days of yore (the 1970s-1990s) artists like US singer Madonna and UK punk band The Clash dominated popular culture. Madonna, known as the “Queen of Pop,” was a trailblazer selling over 400 million records, and shaping fashion, music, and wider culture. The Clash, meanwhile, were pioneers of punk rock, using their politically charged lyrics and rebellious sound to influence an entire generation. These artists, and others, were revered knowledge, and they seemed to be very stable, strong (the opposite of fragile).

Today, however, many younger people are unfamiliar with the cultural significance of these acts. I ask my ToK classes whether they’ve heard of Madonna, or The Clash, and very few have. Arguably, Madonna and The Clash remain influential figures in music history, but their revered status has diminished with time as newer artists, genres, and cultural trends have taken centre stage. This illustrates how knowledge (whether in music or broader intellectual fields) evolves. As cultural values and interests shift, what was once revered knowledge may become less relevant or known. The example of these once-dominant bands reflects the broader theme that revered knowledge is subject to change and may not hold the same enduring significance across generations. As such the revered knowledge of today, maybe more fragile than we assume due to the inevitable evolution of knowledge.

Making revered knowledge with a guitar.

Today’s music stars may be relatively unknown in the near future. Knowledge evolves, and therefore may be fragile.

This example is just one of many ways that ToK Essay #2 May 25 can be unpacked. You can find many other ways to understand, and to write, this essay in the TokToday Student Guidance Notes for ToK Essay May 2025.

Teacher Support Pack: M25 Essays

Introducing the new Teacher Support Pack for May 2025 ToK Essays!

This resource is designed to assist fellow ToK Teachers in guiding their students through the complexities of the Theory of Knowledge (ToK) essay writing process. Within the pack, you will find resources designed to save you preparation & planning time, and to support your understanding of the essay.

Key Features:

• Mind Map for each ToK Essay May 2025: An overview mind map showing knowledge arguments, and explanations for each essay. This is designed to give you a quick understanding of approaches to each essay title.

• Explanatory Video: A short video explaining the mind map for each ToK essay. There is an individual video for each essay

• Summary Notes: A set of notes further explaining the mind map, and approaches to the essay. There are separate notes for each essay.

Order your Teacher Support Pack at this link

Designed for:

• Teachers new to ToK

• Teachers who are short of preparation & planning time

• Teachers looking for new ideas and approaches to the essay.

May 25 ToK Essay Titles & Toddle !

The ToK Essay Titles for May 2025 students have been published ! They’re out 2 days earlier than expected (thank you very much IB, it is much appreciated).

Obviously I can’t republish the titles here because IB own the copyright, so ask your DP Coordinator / ToK teacher for a copy of them. However, I can give you some of my first thoughts on the titles.

If you would like to discuss the titles further with me, and other ToK teachers, please come to the (free) Toddle Conference on 15th September - details below.

First Thoughts on ToK Essay Titles May 2025

Essay #1 on whether historians and humans scientist have an ethical obligation to not ignore contradictory evidence.

At first read this essay title seems to be fairly accessible, most students will find the reasons for and against ignoring contradictory evidence fairly straightforward. However, I think that the core of this essay is the question of whether knowledge producers have ethical obligations. It’s this question that students might find a little more challenging. We will have to look at the possible tensions between the production of knowledge, and the wider ethical issues arising from such processes.

Essay #2 on whether revered knowledge is more fragile than we assume it to be.

This is a lovely, open, accessible essay question. It gives the students opportunity to explore a very wide range of issues on the nature and use of knowledge. There is the potential complication that the title includes the assumption of an assumption! However, this shouldn't trip up the vast majority of students. I am interested in the wording that knowledge may be more fragile than we assume it is. This implies that the students must comment upon, the degree of fragility assumed in comparison with the estimated degree of fragility.

Essay #3 on reconciling the drive to pursue knowledge with finite resources.

This is a very timely and contemporary question, arising at the moment of the potential unlocking of great levels of productivity by AI. It will be very tempting for students to jump down the route of AI, and other period of technological innovation. Of course, we need to ask first what finite resources the question could be referring to? Are these material, social, or metacognitive resources? Most crucially, this question is asking how we can reconcile the assumed proposition in the prompt. As such, the focus must be on the concept of reconciliation. So, at this early stage I am considering issues of knowledge integration, the function and purpose of knowledge, power hierarchies, et cetera. I'm tentatively considering whether knowledge has an inbuilt self rectifying function?

Essay #4 on on the whether improved tools always result in improved knowledge?

I see clear connections between essay three and essay four, and those who have studied the knowledge and technology option will have a great range to choose from for this essay. I particularly like this question because it gives the opportunity to explore different definitions of the concept of improved tools and improved knowledge. This question has great accessible openness to it and there are numerous straightforward ways in which to respond to it I would be encouraging students who find more challenging, to favorably at this question.

Essay #5 on models in mathematics wrong but useful?

This is one of the most straightforward maths questions that we have had for the last few sessions (thank you IB). In reality, the question is possibly less about mathematics and more about the role of models. Models are found in all areas of knowledge, and have a range of different uses. Again, I think this question is fairly accessible for most students and gives a great range of examples from which to draw upon. In the upper range, students will be able to have really interesting discussions about what it means to judge a model as “wrong”.

Essay #6 on whether acquiring knowledge destroys a sense of wonder.

I LOVE this question! Coincidentally, the tension between knowing and wonder is something that I have been discussing a lot with my friends recently. This is the “Wizard of Oz” question ! Students should avoid getting too bogged down in ways of defining a sense of wonder, and place more emphasis on issues such as function of knowledge, applications of knowledge, the intentions of knowers etc. There could be interesting discussions about the relationship between structure and form in the arts, consequences and reasons in the human and natural sciences, purpose and identity in history, complexity and clarity in mathematics.

These are just initial first sight thoughts about these essay questions, I saw them for the first time about an hour and a half ago. In the coming weeks I will produce far more detailed resources to support students and teachers who are working with these titles. So, please keep checking back to TokToday for our latest resources.

If you would like to discuss the essay titles with me and fellow ToK Teachers then please join me at the Toddle DP Roundtable on Sunday 15th September 12:15pm GMT. Sign up here:  https://hubs.li/Q02MnXMG0

Stay Tok-Tastic my friends !

Daniel, Lisbon, August 24

Are some TOK essay titles more likely to lead to higher scores? What makes some of them more challenging than others? Join me as I discuss the gems & pitfalls of the May 2025 essay titles and reveal how to guide students in approaching them effectively. Book your free seat: https://hubs.li/Q02MnXMG0

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

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

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

The Origins of the Question

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

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

The Role of Optional Themes in the Exhibition

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

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

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

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

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

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

The Current Function of Assessment in ToK

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

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

Has ToK “un-Toked”

itself?

A Possible Way Forward

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

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

Conclusion

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

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

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

How to structure the ToK Course

In the past couple of weeks, we have explored 4 broad ways to structure the Theory of Knowledge (ToK) course, aiming to provide useful structures for fellow ToK educators. I thought it would be useful to bring those 4 models together into one blogpost (giving a central starting point) .

To revisit each of the 4 models, click the following links:

The ToK Curriculum Framework Model

The ToK Concepts & Knowledge Questions Model

The Themes & Big Questions Model.

The Skills+ Model

Each model has advantages and disadvantages, these are briefly looked at in each of the blogposts linked above. My preferred model is the Skills+ model, that’s the model that most of the resources and ideas on this website are designed for.

If you have questions, or suggestions, please do not hesitate to get in touch with me at Daniel@ToKToday.com

Skills in ToK

The following blogpost can be watched as a video here, and below.

Skills in TOK: Why They Matter More Than You Think

If you’ve been following TOK Today for a while, you’ll know that I have a particular interest, perhaps even a slight obsession, with the role of skills in TOK. Today’s post is both an appeal for your involvement and an exploration of why these skills are crucial for success in the TOK course.

The Importance of Skills in TOK

Over my 17–18 years of teaching TOK, I’ve come to realise that the skills required for this course are more important than any other aspect. TOK is fundamentally a skills-based course. The content we’re required to cover is minimal—essentially a set of bullet points or headings. The interpretation of these headings is largely left to the educator, which brings us to the importance of skills.

The TOK study guide mentions the word “skills” 12 times, frequently referring to ATL (Approaches to Teaching and Learning) skills. These skills are crucial across all areas of the IB Diploma Programme, but they aren’t specific enough to address how students can excel in TOK, nor how to enhance their learning in ToK. This is why I believe we need a dedicated TOK skills diagram—something that is specifically designed to guide students in TOK.

Why We Need a TOK Skills Diagram

A few years ago, I began developing a TOK skills diagram, starting with the Thailand TOK Teachers Network. Their contributions were invaluable in identifying the key skills necessary for TOK. Following this, the Hong Kong Teachers TOK Network, along with the Pearl River Delta Teachers TOK Network, also provided significant input. The result is a comprehensive TOK skills diagram that highlights a wide range of essential skills.

Download the PDF version of the skills diagram at this link

The diagram summarises crucial areas such as identifying knowledge characteristics, formulating knowledge claims, and engaging in personal, emotional, and interpersonal interactions. Additionally, it covers reading and writing, evaluation, interpretation, analysis, and identifying knowledge issues. Each of these categories encompasses a family of skills that are critical for mastering TOK.

Download the PDF version of Skills Summary Diagram at this link.

Using the TOK Skills Diagram in Teaching

This TOK skills diagram is not just theoretical; it’s a practical tool that you can use to plan your lessons. By aligning your teaching with this diagram, you’ll help students develop the skills they need to excel in TOK. Too often, I see TOK lessons that focus heavily on delivering high-quality content without enough emphasis on how students engage with that content. It’s not just about what they learn, but how they learn it—how they interact with, explore, and understand the material.

There’s a concerning trend where students are bombarded with high-level content like TED Talks, academic journals, and articles that might be more suited to university-level study. While these resources are valuable, they don’t necessarily improve students’ learning in TOK. Instead, we should focus on developing their skills. Once students have a strong skill set, they can choose the content that best supports their understanding.

Get Involved: Help Us Develop a Better TOK Skills Diagram

Whilst the IB has yet to provide a comprehensive TOK skills diagram, we’re not waiting for them to catch up. The current diagram is a work in progress—what some might call a “dog’s dinner”—but it’s a start. You can download this version for free from this blogpost. If you have ideas for improving it, I’d love to hear from you (Daniel@TokToday.com)

Whether through comments on this post, an email, or a message on our Facebook page, your contributions are invaluable. Let’s collaborate with TOK experts, new teachers, and anyone passionate about this subject to refine this diagram. Together, we can create a tool that truly enhances TOK learning and helps students achieve better grades.

Final Thoughts

I often hear from colleagues who want to increase the ToK grades that are awarded to their students. Focussing on the development of skills not only improves student learning, but can also reduce the stress of preparation of content for ToK lessons.

What is a Knowledge Question?

This blog post can be watched as a video here, and below.

Recently, whilst browsing an online forum, I came across a question that intrigued me: “What is a knowledge question?” I realised that despite having created content on various related topics, I had never written a dedicated blog post on this fundamental concept. So today, we’ll look at this essential topic: what is a knowledge question?

Defining a Knowledge Question

A knowledge question is essentially a question about knowledge itself. This might sound straightforward, but it involves deeper inquiry into the nature, acquisition, and validity of knowledge. Such questions often address fundamental issues concerning what we know, how we know it, and the boundaries of our understanding. Central to the field of epistemology, which deals with the theory of knowledge, knowledge questions examine how different elements interact to form what we consider knowledge.

First Order vs. Second Order Knowledge Questions

To grasp the concept fully, it’s important to differentiate between first order and second order knowledge questions.

First Order Knowledge Questions

First order knowledge questions are directly concerned with the content of what we know. They ask about specific pieces of knowledge or factual information. Examples include:

• “What are the causes of climate change?”

• “How does photosynthesis work?”

These questions are typically empirical, focusing on observable and verifiable phenomena. They are addressed within various academic disciplines, or Areas of Knowledge (AoKs), through methodologies like scientific investigation, historical analysis, or logical reasoning. The answers provide direct knowledge about the world and its workings.

Second Order Knowledge Questions

Second order knowledge questions, in contrast, are more abstract and reflective. They focus on the nature and scope of knowledge itself rather than specific content. These questions prompt us to think about how we come to know what we know, the reliability of our sources, and the validity of our methods of inquiry. Examples include:

• “What counts as reliable evidence in scientific research?”

• “Can historical accounts be objective?”

These questions are philosophical in nature, engaging with epistemological concepts. They require us to scrutinise the foundations and assumptions underlying our first order knowledge claims, helping us understand the limitations and potential biases in our methods of knowing.

Examples of First and Second Order Knowledge Questions

To illustrate the distinction, consider these examples:

• If the first order question is, “What are the causes of climate change?” a related second order question could be, “To what extent is scientific methodology able to demonstrate reliable causal relationships?”

• If the first order question is, “How was European colonialism explained in the 18th century?” a related second order question could be, “Should we judge the actions of those in the past by the standards of today?”

Importance of Understanding the Difference

Understanding the difference between first order and second order knowledge questions is vital for achieving high marks in ToK. The distinction delineates different levels of inquiry:

• First order questions seek to expand our knowledge about specific facts and phenomena.

• Second order questions challenge us to reflect on the principles and processes behind our understanding.

Engaging with second order questions can lead to deeper insights and more robust methods of inquiry, enhancing the quality and credibility of our first order knowledge.

Application in ToK Assessments

The ToK Exhibition Prompts and ToK Essay Questions are all second order knowledge questions. Both assessments require you to explore possible first order knowledge questions that relate to these second order questions. At ToKToday, we offer a wealth of resources to help you navigate these concepts, available both on our YouTube channel and website.

ToKToday 2nd Anniversary: How Far Have We Come?

ToKToday turned two years old on 1st August 2024, marking another significant milestone for our community. As we celebrate this anniversary, it’s the perfect time to reflect on our achievements over the past year and share our plans for the future.

This post can be watched as a video at this link, or below.

A Look Back at Year One

At this time last year, ToKToday had already exceeded expected targets:

• Views: 71,210

• Unique Visitors: 32,000

• Blog Posts: 132

• Readership: 164 countries

• Products Sold: 500 in 62 countries

• YouTube: 143 videos and 671 subscribers

The first year set a high bar for us, and the excitement was palpable. So, how did we fare in the second year?

Progress on YouTube

From August 2023 to the end of July 2024, we published 93 videos on our YouTube channel. While this is fewer than the 143 videos from the first year, I’m happier with the quality and consistency of the content. We’ve moved away from producing YouTube Shorts and AI-generated videos, focusing instead on delivering higher-quality content.

The most significant improvement has been in our subscriber count, which has more than doubled to 2,124 subscribers. This growth is incredibly gratifying, and I extend my heartfelt thanks to everyone who has subscribed. Your support means the world to me.

Boost in Sales

Our sales figures have also seen a significant increase. In the past year, we sold 751 products, marking a 50% increase. These products reached many countries, with notable sales in Singapore, Hong Kong, India, Indonesia, and growing markets in Turkey, UAE, Kenya, and the Netherlands. A huge thank you to everyone who has purchased from ToKToday; your support keeps us going.

Website Growth

The website’s growth has been nothing short of astounding. Last year, we had 122,950 unique visitors who viewed 267,115 pages, compared to 32,000 visitors and 71,000 page views in our first year. This surge in traffic is humbling and greatly appreciated. Thank you to everyone who has visited and engaged with our content.

Milestones of the Year

Educational Collaborations

Over the past year, I’ve had the privilege of working with schools and teachers across the globe, including in Australia, Singapore, Hong Kong, India, Saudi Arabia, France, Portugal, and the USA. Your support and collaboration have been invaluable. Meeting new colleagues, understanding your contexts, and designing learning experiences together has been a joy and an honour.

YouTube Monetisation

A major milestone was the monetisation of the ToKToday YouTube channel in October 2023. Achieving this in 13 months, the average time for monetisation on YouTube, was a significant achievement, especially for a niche channel focused on Theory of Knowledge. This would not have been possible without your support, so thank you.

Special thanks to Gareth and Magda for their contributions to the channel last year. Their wisdom and insights have greatly benefited our viewers.

Company Registration

Another key milestone was registering ToKToday Limited as a listed company in Hong Kong. This development brings numerous benefits and positions us better for future growth.

Looking Ahead

Website Redesign

In the coming weeks, we will be launching a completely redesigned website. Working with designers, we’ve created a new look with updated colours and a new logo. The new site will not only look different but will also be more user-friendly.

Resources for Teachers

Our recent survey indicated a growing engagement from ToK teachers. In response, we are developing new resources tailored for educators. While I can’t reveal too much yet, exciting products are on the horizon. Stay tuned!

Thank You

As we celebrate ToKToday’s second anniversary, I want to extend my deepest gratitude to everyone who has supported us. Your encouragement and engagement have been vital to our growth and success.

Thank you for being part of this journey. Here’s to another year of learning, growth, and exploration together!

How to Structure ToK Course: The Skills+ Model

This is the fourth blogpost (4/4) in our series on how to structure the Theory of Knowledge (ToK) course. In this post we look at using the Skills+ Model. As ToK teachers, we often seek innovative ways to engage our students and make the learning process both effective and enjoyable. This approach integrates essential ToK skills with inquiry, co-construction, and self-reflection, providing a dynamic and holistic learning experience.

This blogpost can be watched as a video here, or below.

The Skills+ Model: An Overview

The Skills+ Model is designed to focus on the development of key ToK skills through short, interactive activities that encourage movement and collaboration among students. This method not only makes learning more engaging but also enhances retention and understanding of the course material.

Identifying and Developing ToK Skills

The first step in the Skills+ Model is to identify a set of ToK skills you want to develop in each lesson or group of lessons. These skills could include critical thinking, analysis, evaluation, and synthesis, among others. IB are yet to identify ToK specific skills beyond the cross-subject ATLs, however we have been working on our own ToKToday ToK Skills diagrams that can be used for designing teaching.

Each lesson should feature short activities, lasting no more than 15 minutes, that target these skills. Ideally, these activities should involve students moving around the classroom or school, making the learning process more dynamic and interactive. Fun, competitive, and collaborative elements can further enhance these activities.

Mapping Activities to the ToK Curriculum

To effectively integrate these activities into your ToK curriculum, start by teaching the core theme, followed by the five Areas of Knowledge (AoKs). One of the optional themes, usually Language & Knowledge, can be incorporated into all five AoKs. The Exhibition is taught at the end of Year 1, while the second optional theme, often Technology & Knowledge, is introduced at the beginning of Year 2, during the period when students are waiting for the Essay titles to be published. This sequence ensures a comprehensive coverage of the curriculum while keeping the students engaged.

The Structure of ToK Lessons

ToK lessons should consist of a series of short, fast-paced, and fun activities. These can include writing songs, devising short drama pieces, engaging in round-table debates, presenting Pecha Kucha’s, and sketching art. Each activity should focus on developing a particular skill and be anchored in the core theme, an AoK, or an optional theme of ToK.

Why the Skills+ Model Works

Emphasis on ToK Skills

ToK is fundamentally a skills-based course with minimal prescribed content. Success in the ToK Exhibition and Essay relies heavily on the mastery of specific skills. While the IB does not explicitly describe these skills, at ToKToday, we have developed a ToK Skills Diagram to help guide your teaching. This diagram is available for free; you can find the link in the video description.

Enhancing Student Engagement

Students often perceive ToK as a compulsory subject rather than an exciting opportunity to explore knowledge. The Skills+ Model aims to shift this perspective by making ToK something they want to do. By focusing on their emotional orientation towards the subject, we can design the course in a way that is both appealing and motivating for students.

Differentiating ToK from Other Diploma Classes

ToK should stand out from other Diploma subjects, which often involve extensive reading and sedentary classroom activities. By making ToK lessons more dynamic and physically engaging, we can create a distinct and appealing learning environment. This differentiation not only enhances student participation but also improves overall learning outcomes.

In conclusion, the Skills+ Model offers a structured yet flexible approach to teaching ToK. By focusing on the development of key skills through interactive and engaging activities, we can create a vibrant learning environment that encourages students to actively participate and excel in their ToK studies.

For more insights and detailed strategies on teaching the ToK Essay, stay tuned for our upcoming course: Teach the ToK Essay in 12 Lessons.

How to structure the ToK Course 3/4: Themes & Big Questions Approach

This is the third of four blogposts  on models for structuring the ToK Course (earlier posts are linked below). In this model we look at The Themes & Big Questions Approach

This blogpost can be watched as a video here, and below.

Model #1: ToK Curriculum Framework Model linked here.
Model #2: ToK Concepts & Knowledge Questions Model linked here.

How to Structure the Theory of Knowledge (ToK) Course: ToK Big Questions (Part 3)

The “Themes & Big Questions” approach offers an engaging way to unpack the ToK syllabus using philosophical themes and overarching questions. This method, often referred to as the ToK Big Questions model, is a powerful tool for teaching ToK, offering a holistic and interdisciplinary approach to learning.

The Themes Approach

The Themes approach involves taking classic philosophical themes and embedding ToK Knowledge Questions or ToK Structures within those themes. For example, the theme of Justice can be explored within the Areas of Knowledge (AoKs) such as Human Sciences or History, and linked to the core unit of The Knower and Knowledge Communities. Knowledge questions for this theme might include:

• Is the truth what the majority of people accept?

• How do empathy and imagination help us to understand other perspectives?

• If moral claims conflict, does it follow that all views are equally acceptable?

• Is it unfair to judge people and actions in the past by the standards of today?

• Should terms such as “atrocity” or “hero” be used when writing about history, or should value judgments be avoided?

• Do historians have a moral responsibility to try to ensure that history is not misused and distorted by people for their own ends?

The Big Questions Approach

Similarly, the Big Questions approach involves using significant philosophical or liberal arts questions as a means to explore ToK content. For example, we might pose the Big Question: Can we know things beyond our personal immediate experience? This question can then be broken down into structured and scaffolded learning experiences, such as text analysis, debates, and presentations. A guided inquiry might incorporate relevant ToK concepts like Evidence, Certainty, and Truth, with students designing their own solutions based on clear success criteria drawn from Exhibition and Essay guidelines.

Advantages of the Themes & Big Questions Approach

1. Open-ended Design: This approach promotes an open-ended design of learning, allowing students to bring their personal experiences, interests, and knowledge into the inquiry. It fosters autonomy in choosing learning resources and utilising them effectively, encouraging a blend of group and individual learning and reflection. This autonomy helps build skills crucial for the Exhibition component of the ToK course.

2. Holistic and Interdisciplinary: The Themes & Big Questions model is intrinsically interdisciplinary, facilitating the integration of various AoKs, core themes, and optional themes. When executed well, this approach enables students to develop a cohesive understanding of ToK, connecting it seamlessly to real-world contexts. It helps students identify and explore ToK issues in practical, meaningful ways.

Challenges of the Themes & Big Questions Approach

While the Themes & Big Questions approach is exceptionally powerful, it also presents significant challenges. When poorly executed, it can be more detrimental than any other model, as it requires the teacher to make clear connections between the real-world contexts and ToK content. Without these connections, students may struggle to grasp ToK concepts, leading to confusion and a lack of ToK knowledge.

This model demands competent and knowledgeable teachers with adequate time to plan and deliver the curriculum. It requires sufficient ToK teaching time, preferably more than the recommended minimum, and ideally small, mixed-ability classes or highly able students capable of making conceptual leaps. This approach is best suited for able Diploma Programme students taught by experienced, well-trained teachers in well-resourced schools.

Conclusion

The Themes & Big Questions approach offers a dynamic and interdisciplinary way to teach ToK, fostering deep engagement and a holistic understanding of knowledge. However, it requires careful planning, skilled teaching, and adequate resources to be effective.

Thank you for reading the third part of our series on structuring the ToK course. Stay tuned for the next instalment, where we’ll explore my preferred model for designing the ToK curriculum. Don’t forget to share your thoughts in the comments below and subscribe to the site (free!) for more insights.

Stay Tok-Tastic,
Daniel, Lisbon, July 2024

How to structure the ToK Course 2/4: ToK Concepts & Knowledge Questions Model

This is the second of four blogposts on models for structuring the ToK Course (the first post is linked here). In this model we look at The ToK Concepts and Knowledge Questions Model.

This blogpost can be viewed as a video here, and below.

This model can be summarised as:

Focus on ToK Concepts not on AoKs.

This model structures the course around the 12 ToK concepts, and uses knowledge questions as prompts to explore those concepts. You could use the knowledge questions found in the IB ToK Subject guide, or devise your own KQs . Examples of units of work using this model can be found here. This particular unit takes the concepts of Truth, Justification and Perspective and looks at them through 2 Knowledge Questions, one from AoK The Arts and one from AoK History.

The first advantage of this model is that it draws on concepts, it is inherently interdisciplinary, and gives a far more coherent understanding of ToK. By focusing the planning around the concept this model enables a far clearer integration of, and transition between, the real world context and the more abstracted world of ToK.

Another advantage of this model is that it encourages teacher-student co-construction of the ToK course lends itself more easily to the inquiry approach to learning. Using concepts as the planning focus is far more open ended than using the ToK Framework, or even knowledge questions. By using concepts students are compelled to at least select relevant knowledge questions, and in many cases students will write their own knowledge questions. This then leads on to students identifying real world contexts for the exploration of their KQs, application of the Knowledge Framework and a greater range of perspectives in the answers produced than might be seen from the previous model. I like to use a rough approximation of Kolb’s Learning Cycle when designing lessons using this model (more on this in later posts). Kolb’s LC lends itself to an active enquiry approach which builds ToK Skills and IB Learner Profile Qualities.

The ToK classroom should be a busy place of movement, noise and activity. A marketplace, an ideas marketplace.

- Daniel Trump

The disadvantages of this model becomes apparent if the model of inquiry is too loosely defined, or stage-posting is not clear enough for students. There is a danger with this model that students don’t actually engage with ToK at all, it is very easy to get bogged down with the real world contexts being considered. This is particularly the case with a poorly designed model of inquiry which does not adequately ‘guide’ the student to consider knowledge claims, knowledge issues, nor the ToK framework. There are also potential problems with syllabus coverage arising from this model (students should learn 5 AoKs and a minimum of 2 optional themes).

In summary, The ToK Concepts & knowledge Questions model is very powerful when used by an experienced ToK teacher, or a teacher who is highly skilled at developing inquiry led learning models. In the next two blog posts I will consider developments that attempt to deal with some of the drawbacks of this model.

Stay Tok-Tastic my friends!,
Daniel, Alentejo, Portugal, July 2024

How to Structure the ToK course – #1/4 ToK Curriculum Framework

This is the first in a four part series on structuring the Theory of Knowledge (ToK) course. In this first blog, we’ll explore one of the most popular ways to design your ToK curriculum: structuring according to the ToK Curriculum Framework.

This blogpost can also be watched as a video at this link.

The ToK Curriculum Framework model is the most straightforward approach to structuring your ToK course. It simply involves spending a designated period teaching each of the five Areas of Knowledge (AOKs) and the two optional themes. This approach ensures you leave time for the crucial assessment components: the exhibition and the essay.

Advantages of the ToK Curriculum framework model

1. its clarity makes it easy to plan and ensures complete curriculum coverage.

2. The structure aligns well with the Knowledge Framework, aiding in the teaching of the essay by drawing clear links between knowledge questions and the framework itself.

3. The standalone nature of the optional themes, like ‘Knowledge and Technology’, fits seamlessly into this model.

4. It is particularly suitable for teachers who are new to ToK or less confident in their approach.

5. It’s a great way to build students’ confidence in their essay writing skills, as the model emphasises the connection between the framework and knowledge questions.

Disadvantages of the ToK Curriculum framework model

1. This model can become content-focused rather than skill-focused, potentially neglecting the skill development inherent to other models.

2. The emphasis on AOKs can sometimes overshadow the development of critical thinking and analysis skills.

3. This approach might limit student autonomy and engagement. It often places the teacher in the role of the expert, delivering subject-specific knowledge, which can detract from co-construction and active student participation.

4. This model can lead to comments from teachers such as  ‘we don’t have enough time to cover the ToK curriculum’ and result in students feeling confused or disengaged with ToK.”

In summary, while the ToK Curriculum Framework model is clear and easy to implement, it can become content-heavy and less focused on skill development. It’s crucial to balance delivering the curriculum with engaging students in active learning and critical thinking.

In the next blogpost we’ll explore The ToK Concepts & Knowledge Questions model for designing your ToK curriculum. If you have requests, suggestions or comments please let me know at Daniel@TokToday.com.

Stay Toktastic!
Daniel, Alentejo coast, Portugal,
July 2024

ToK Exhibition Prompt 11: Can New Knowledge Change Established Values or Beliefs?

Exploring ToK Exhibition Prompt 11: “Can new knowledge change established values or beliefs?” reveals interesting questions about the nature of knowledge, values, and beliefs. In this blog post, we explore three knowledge arguments, each illustrated by a specific object, to provide a comprehensive approach to answering this prompt. This method can help you to develop a structured and insightful ToK Exhibition for Prompt #11.

Understanding the Prompt

Prompt 11 poses several critical questions: How long must values and beliefs be around to be considered ‘established’? How many people must subscribe to them for these values to be ‘established’? And how many people must adopt new values for them to be considered ‘changed’? By addressing these questions, we can develop focused knowledge arguments, knowledge questions, and knowledge issues.

Knowledge Argument 1: Scientific Beliefs and New Knowledge

Object 1: Photo of the Sinosauropteryx Fossil

Knowledge Argument: New knowledge can modify established beliefs if those beliefs are primarily scientific.

Explanation: The discovery of the Sinosauropteryx fossil in 1996 significantly altered scientific beliefs about dinosaur skin. Previously, it was widely accepted that dinosaurs had scaly, reptilian skin. However, the Sinosauropteryx fossil displayed feather-like structures, providing the first concrete proof that some dinosaurs had feathers. This revelation reshaped the perception of dinosaur appearance and behaviour, suggesting a closer evolutionary relationship between dinosaurs and birds.

Commentary: Prior to this discovery, over 800 species of dinosaurs had been identified, establishing the belief in scaly dinosaur skin. The Sinosauropteryx finding challenged and changed this belief. Scientific knowledge is inherently subject to continuous testing and examination. If new evidence contradicts previous assumptions, those assumptions must be adapted or changed. This deductive and inductive nature of scientific knowledge makes it susceptible to change, increasing its reliability and objectivity. As such, new evidence is likely to change established beliefs if those beliefs are scientific.

Knowledge Argument 2: Identity and New Knowledge

Object 2: Research Paper by Leon Festinger on Cognitive Dissonance

Knowledge Argument: New knowledge is less likely to change established values or beliefs if those values or beliefs are directly related to personal primary knowledge such as identity.

Explanation: Festinger’s 1962 research on cognitive dissonance explored a group believing in an impending extraterrestrial visitation. When the event did not occur, instead of abandoning their beliefs, the group adjusted adjacent causal beliefs. They rationalised the non-arrival of extraterrestrials as a result of their preparations. Festinger argued that the group’s identity within their knowledge community prevented them from changing their core beliefs. As such, new knowledge is less likely to change values and beliefs if those values and beliefs are concerned with identity.

Commentary: Values and beliefs tied to personal identity are deeply ingrained. New knowledge that contradicts these values represents a threat to one’s identity, leading individuals to find alternative explanations rather than change their beliefs. This example illustrates that new knowledge is not always a unified concept; different individuals may interpret it differently, making it more complex and inconsistent.

Knowledge Argument 3: Secondary Knowledge and New Knowledge

Object 3: 2021 Newspaper Article on Gerald Ratner’s Comments

Knowledge Argument: New knowledge is highly likely to change established values or beliefs if those values or beliefs pertain to secondary knowledge largely unrelated to identity.

Explanation: In 1991, Gerald Ratner, owner of Ratners jewellers, disparaged his own products as “crap.” Despite being the most successful jewellery business in the UK, Ratners collapsed as consumers deserted the stores following his comments.

Commentary: This example shows that values and beliefs arising from secondary knowledge—knowledge acquired through secondary sources rather than direct experience—are more open to change. Ratner’s remarks led consumers to reassess their values about Ratners jewellers. Since these values were not tied to personal identity, they were more easily changed.

Conclusion

In conclusion, addressing ToK Exhibition Prompt 11 involves understanding the nature of knowledge and its impact on established values and beliefs. Scientific beliefs are more susceptible to change due to their reliance on continuous evidence. In contrast, beliefs tied to personal identity are resistant to change, as they form a core part of an individual’s self-concept. Secondary knowledge, however, is more flexible and subject to change.

These are just examples of some of the many ways that you can approach this prompt. There are many, equally valid, possibly better, ways to answer this prompt. For more resources and detailed explanations click here: you can find guides, e-books, and coaching services to help you excel in your ToK Exhibition.

If you found this blog post helpful, please share it and subscribe to the site (it’s free) for more ToK insights and tips.

Stay TokTastic!
Daniel, Sesimbra, July 2024

How to Write an Excellent Conclusion to a ToK Essay

The conclusion of your Theory of Knowledge (ToK) essay is like the destination in a journey – essential and impactful. Crafting a strong conclusion not only ties all your arguments together but also provides a direct answer to the prescribed title. This blog post will guide you on how to write a compelling conclusion for your ToK essay, contrasting an adequate conclusion with a more sophisticated one.

This blogpost can also be watched as a video here, and below.

The Basics of a ToK Essay Conclusion

An adequate conclusion will sum up the arguments presented in the essay, bringing them together into a clear statement that answers the prescribed title. This type of conclusion is typical of essays scoring up to 5 marks. It provides a direct response but often lacks deeper insight and analysis.

Example of an Adequate Conclusion

Let’s take the essay title #4 from May 2021: “Statistics reveal as much as they conceal: discuss.“

We will examine the Areas of Knowledge (AoK) in The Arts and The Natural Sciences.

Example of a conclusion typically scoring up to 5 marks:

“In AoK The Arts, we found that statistics reveal very little because artistic knowledge is subjective to the individual knower. As such, in The Arts, statistics reveal less than they conceal. However, in AoK The Natural Sciences, it was clear that statistical proof is required for scientific knowledge. As such, in The Natural Sciences, statistics reveal a lot more than they conceal. Therefore, whether statistics reveal as much as they conceal depends upon the type of knowledge and the area of knowledge in which they are applied.”

This conclusion is clear and to the point. It adequately summarises the knowledge arguments in each area and builds to a direct response to the question. However, it lacks deeper insight and analysis.

Moving Beyond Adequacy: Crafting a Sophisticated Conclusion

Essays scoring more than 5 marks typically exhibit a development of knowledge arguments as the essay progresses, leading to unforeseen insights that enhance the response to the prescribed question. A sophisticated conclusion draws together the findings of each section, incorporating these new insights.

Example of a Sophisticated Conclusion

Example of a conclusion typically scoring more than 5 marks:

“Arguments and examples demonstrating both that statistics do, and don’t, reveal as much as they conceal can be developed in both AoK The Natural Sciences and AoK The Arts. As these arguments were evaluated, it became increasingly clear that it is the intended use of the statistics, and the ways in which the concepts of ‘reveal/conceal’ are defined, that determine the answer to the question. It was found that if we wished to generalise artistic knowledge, then statistics become revelatory, as they do if we wish to confirm knowledge in The Natural Sciences. As such, whether statistics reveal as much as they conceal depends upon the intention of the knowledge producer, the applied use of knowledge, and what it is that is thought to be revealed or concealed.”

In this conclusion, the writer draws together the conceptual or thematic findings in a more synoptic fashion. By finding the similarities and differences between the AoKs, the writer looks past the AoKs to identify other factors impacting the answer to the question. This approach provides a more cumulative and insightful conclusion.

Tips for Writing an Excellent ToK Essay Conclusion

1. Plan Ahead: Sketch out your conclusion during the planning of your essay. Knowing your destination helps you navigate your arguments more effectively.

2. Summarise and Synthesise: Summarise your main points but also synthesise them, showing how they collectively answer the prescribed title.

3. Incorporate Insights: Highlight any new insights gained through the progression of your essay. This adds depth and demonstrates a sophisticated understanding.

4. Holistic Approach: Look beyond individual AoKs to identify overarching themes or factors that influence your answer.

By following these tips and understanding the difference between an adequate and a sophisticated conclusion, you can elevate the quality of your ToK essay. Remember, a well-crafted conclusion not only summarises but also provides deeper insight and analysis, ensuring a more compelling and thoughtful end to your essay.

For more detailed guidance on writing your ToK essay, visit the ToKToday website. You can also check out our e-book “How to Write the ToK Essay in 6 Easy Steps” or hire me as an essay coach for personalised support.

If you found this blog post useful, please share it. For more helpful ToK content, subscribe to the site (it’s free).

Stay Tok-tastic!
Daniel, Lisbon, July 2024

How to Evaluate AoK The Arts

Evaluating Area of Knowledge (AoK) The Arts within the Theory of Knowledge (ToK) course, involves understanding the diverse perspectives and criteria that shape understanding of artistic knowledge. Here, we explore four broad evaluation points of artistic knowledge. These could be developed into more specific evaluation by students who are exploring AoK The Arts in their ToK Essay.

The is blogpost can be watched as a video at this link, or below.

1. What’s the purpose of artistic knowledge ?: Artistic Expression vs Audience Engagement

One significant debate in evaluating artistic knowledge is whether its primary purpose is artistic expression or audience engagement. Some argue that art is a medium for the artist to convey personal emotions, ideas, and experiences, making artistic expression the core purpose of art. Others contend that the engagement and reaction of the audience are what ultimately give art its value and meaning. This debate highlights the dynamic interaction (mutually inclusive relationship ?) between the creator and the viewer, suggesting that both expression and engagement are essential components of artistic knowledge.

2. Artist vs Audience in Defining Meaning

Another approach to evaluating artistic knowledge is determining who defines its meaning: the artist or the audience. This can be linked to the concepts of connotation and denotation. Denotation refers to the literal, explicit meaning of a work, often intended by the artist. Connotation, on the other hand, involves the personal, emotional, and cultural associations that the audience brings to the artwork. While the artist may imbue their work with specific meanings, the audience’s interpretation can vary widely. This debate emphasises the fluidity of meaning in art and the importance of considering both the knowledge producer’s intention and the viewer’s interpretation.

3. Defining Artistic Knowledge

Debates concerning the definition of artistic knowledge further complicate its evaluation. Is artistic knowledge defined by its method of production, the knowledge itself, the use of that knowledge by the audience, or by some other criteria? Some argue that the techniques and processes involved in creating art are what constitute artistic knowledge. Others believe it is the knowledge conveyed through the artwork or the way the audience interacts with and utilises this knowledge. These differing viewpoints highlight the multifaceted nature of art and the various ways it can be understood and appreciated.

4. Aesthetics vs Underlying Structures

Finally, evaluating whether artistic knowledge is defined by aesthetics or by underlying structures is another useful consideration. Aesthetics focuses on the beauty, form, and sensory experiences evoked by art. However, some argue that the underlying structures, such as themes, concepts, and techniques, are what actually define artistic knowledge. This perspective suggests that a deeper understanding of the intentions and frameworks behind a work can offer more profound insights into its significance.

In conclusion, evaluating artistic knowledge requires a nuanced approach that considers multiple perspectives. By examining the debate between artistic expression and audience engagement, the roles of the artist and audience in defining meaning, the criteria for defining artistic knowledge, and the balance between aesthetics and underlying structures, you can develop more insightful evaluations for your ToK Essay.

Click here for “How to evaluate Natural Sciences”

Click here for “How to evaluate Human Sciences”

Click here for “How to evaluate History”

Click here for “How to evaluate Mathematics”

Stay ToK-tastic!
Daniel, Lisbon, July 2024

A little favour

Please could I ask all ToK students and teachers who have used TokToday resources to give me some feedback using the survey below (it will take no more than 2 minutes). It doesn’t matter whether you have only used the free resources, or if you have bought resources, I would love your feedback.

Many thanks to all who have already completed the survey, the feedback is invaluable. Your comments and suggestions will really help me to improve the resources in the future.

How to Evaluate AoK Mathematics

Students hoping to score 5 or more marks in the Theory of Knowledge (ToK) Essay must evaluate the knowledge arguments made within the essay. This blogpost provides 4 general evaluation points for Area of Knowledge (AoK) Mathematics. These general evaluation points could be refined into more specific evaluation points for the particular knowledge arguments that the student has used in their essay.

This blogpost can also be watched as a video at this link, and below.

AoK Mathematics offers , in many ways, a more distinctive form of knowledge, and knowledge production, than the other AoKs. Evaluating mathematical knowledge involves understanding its strengths and limitations. Here, we explore four critical evaluation points: the development of hypothetical knowledge, the generalisability of mathematical knowledge, objectivity in understanding causal relationships, and the limitations in capturing qualitative human experiences.

1. Mathematical Models and Hypothetical Knowledge

One significant strength of mathematical knowledge is its ability to develop hypothetical knowledge through models. These models allow us to predict and forecast future events with remarkable accuracy. For instance, meteorologists use mathematical models to predict weather patterns, while economists rely on them to forecast market trends. By formulating equations and analysing data, mathematicians can simulate scenarios and estimate outcomes, providing valuable insights that inform decision-making across various fields. However, the accuracy of these predictions depends on the quality of the data and the assumptions underlying the models, highlighting the importance of critical evaluation.

2. Generalisability to Other Areas of Knowledge

Another crucial point in evaluating mathematical knowledge is its generalisability to other Areas of Knowledge. Mathematics, particularly statistics, plays a vital role in the Natural and Human Sciences. For example, biologists use statistical methods to analyse genetic data, while psychologists employ them to understand behavioural patterns. The universal nature of mathematical principles allows for a consistent framework that can be applied across disciplines, facilitating interdisciplinary research and enhancing our overall understanding of complex phenomena. This generalisability underscores the versatility and integrative power of mathematical knowledge.

3. Objective Understanding of Causal Relationships

Mathematical knowledge also enables the development of standardised and objective measures of causal relationships between phenomena. By using statistical techniques, researchers can determine the strength and significance of correlations, thereby identifying potential causal links. For instance, epidemiologists use mathematical models to understand the spread of diseases and the impact of interventions. This objectivity is crucial for developing evidence-based policies and practices, as it provides a clear, quantifiable basis for understanding how different factors interact and influence each other.

4. Limitations in Capturing Qualitative Human Experience

Despite its strengths, mathematical knowledge also has limitations, particularly in capturing the qualitative and subjective aspects of human experience. While mathematics excels in providing precise and objective information, it often struggles to encompass the nuances of human emotions, experiences, and cultural contexts. For example, the qualitative aspects of art, literature, and personal relationships cannot be fully quantified or expressed through mathematical equations. This limitation highlights the need for a balanced approach that incorporates both quantitative and qualitative methods to gain a more comprehensive understanding of the world.

In conclusion, evaluating mathematical knowledge requires a nuanced appreciation of its strengths and limitations. By considering its ability to develop hypothetical knowledge, its generalisability to other Areas of Knowledge, its role in understanding causal relationships, and its limitations in capturing qualitative human experiences, students can develop a deeper evaluations of mathematical knowledge.

This is part of a series of blogposts on how to evaluate knowledge in each of the 5 Areas of knowledge. The others are:

Evaluating knowledge in AoK The Arts

Evaluating knowledge in AoK History

Evaluating knowledge in AoK The Human Sciences

Evaluating knowledge in AoK The Natural Sciences

If you have feedback, or suggestions, on this (or any other) blogpost on TokToday please send it through to Daniel@TokToday.com. I welcome helpful suggestions for content, new ideas are a great way of paying forward!

Stay Tok-tastic my friends,

Daniel, Lisbon, June 2024