HANDBOOK 1

Table of Contents
What is the Theory of Knowledge? ……………………………………………3
TOK Curriculum Model …………………………………………………………..4
TOK Course Aims and Structure ………………………………………………..5
Internal Assessment: TOK Exhibition……………………………………………6
Structure of the TOK Exhibition …………………………………………………7
External Assessment: TOK Essay ………………………………………………9
Assessment Rubric: TOK Exhibition …………………………………………...10
Assessment Rubric: TOK Essay …..…………………………………………...11
Assessment Objectives ………………………………………………………..11
Significance of TOK ……………………………………………………………12

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Theory of knowledge (TOK) is a course about critical thinking and inquiring into
the process of knowing, rather than about learning a specific body of
knowledge. It plays a special role in the DP by providing an opportunity for
students to reflect on the nature of knowledge, to make connections between
areas of knowledge and to become aware of their own perspectives and those
of the various groups whose knowledge they share. It is a core element
undertaken by all DP students, and schools are required to devote at least 100
hours of class time to the course. The overall aim of TOK is to encourage
students to formulate answers to the question “how do you know?” in a
variety of contexts, and to see the value of that question. This allows students
to develop an enduring fascination with the richness of knowledge.

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 CURRICULUM MODEL
Core theme:
- Knowledge and the Knower
- Me as a knower and a thinker
- What shapes my perspective?
- Where do our values come from?
- How can we navigate the world?
- How can we tell when we are being manipulated?
Optional themes: (2 were chosen)
- Knowledge and language
- Knowledge and politics
Areas of Knowledge:
- History
- The Human Sciences
- The Natural Sciences
- Mathematics
- The Arts

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 TOK Course Aims and Structure
TOK Course Aims
TOK's overarching goal is to encourage students to formulate responses to the question
"How do you know?" in a variety of contexts, as well as to recognize the value of that
question. This enables students to develop a lifelong fascination with the breadth of
knowledge.

The TOK course's specific goals are for students to:

1. Make connections between a critical approach to knowledge construction, academic
disciplines, and the larger world.
2. Gain an understanding of how individuals and communities construct knowledge, as well
as how this is critically examined.
3. Foster an appreciation for the diversity and richness of cultural perspectives, as well as an
awareness of personal and ideological assumptions.
4. Critically examine their own assumptions and beliefs, leading to more thoughtful,
responsible, and purposeful lives.
5. Recognize that knowledge comes with responsibility, which leads to commitment and
action.

How is TOK structured?

TOK is almost entirely comprised of questions as a thoughtful and purposeful inquiry into
different ways of knowing and different kinds of knowledge.
The most important of these is "How do we know?" Others include:
- What counts as evidence for X?
- How do we determine which model of Y is the best?
- What does theory Z mean in practice?
Students gain a better understanding of their personal and ideological assumptions, as well
as an appreciation for the diversity and richness of cultural perspectives, through
discussions of these and other questions.

Assessment:
The TOK course is assessed through a 1,600-word essay and an exhibition.

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 Internal Assessment: TOK exhibition
The exhibition aims to evaluate how TOK concepts can be applied in the real world and it
must be completed by the student alone. They must select one prescribed IA prompt and
three objects.
Prompts:
1. What counts as knowledge?
2. Are some types of knowledge more useful than others?
3. What features of knowledge impact on its reliability?
4. On what grounds might we doubt a claim?
5. What counts as good evidence for a claim?
6. How does the way that we organize or classify knowledge affect what we know?
7. What are the implications of having or not having knowledge?
8. To what extent is certainty attainable?
9. Are some types of knowledge less open to interpretation than others?
10. What challenges are raised by the dissemination and/or communication of knowledge?
11. Can new knowledge change established values or beliefs?
12. Is bias inevitable in the production of knowledge?
13. How can we know that current knowledge is an improvement upon past knowledge?
14. Does some knowledge belong only to particular communities of knowers?
15. What constraints are there on the pursuit of knowledge?
16. Should some knowledge not be sought on ethical grounds?
17. Why do we seek knowledge?
18. Are some things unknowable?
19. What counts as a good justification for a claim?
20. What is the relationship between personal experience and knowledge?
21. What is the relationship between knowledge and culture?
22. What role do experts play in influencing our consumption or acquisition of knowledge?
23. How important are material tools in the production or acquisition of knowledge?
24. How might the context in which knowledge is presented influence whether it is accepted or rejected?
25. How can we distinguish between, knowledge, belief and opinion?
26. Does our knowledge depend on our interactions with other knowers?
27. Does all knowledge impose ethical obligations on those who know it?
28. To what extent is objectivity possible in the production or acquisition of knowledge?
29. Who owns knowledge?
30. What role does imagination play in producing knowledge about the world?
31. How can we judge when evidence is adequate?
32. What makes a good explanation?
33. How is current knowledge shaped by its historical development?
34. In what ways do our values affect our acquisition of knowledge?
35. In what ways do values affect the production of knowledge?

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Summary of the TOK Exhibition process
Students begin their exhibition by selecting one IA prompt and three objects,
or images of objects, that show how this question manifests in the world
Step 1 around us.
Students must select one IA prompt as the base for their exhibition.
All three objects must be linked to the same prompt.
Students produce a single file containing their TOK exhibition.
This must include:
- A title clearly indicating their selected IA prompt
- Images of their three objects
- A typed commentary on each object. (In this commentary, students identify
Step 2 each object and its specific real-world context, and justify each object’s
inclusion in the exhibition and links to the IA prompt.)
- This commentary should be a maximum of 950 words in total.
- Appropriate citations and references.
Once complete, this file is submitted to the TOK teacher to be marked. Samples
of student work are then submitted to the IB for moderation.
Teachers are required to provide all students with an opportunity for their
completed exhibitions to be showcased and exhibited to an audience.
Step 3 At GGAS this will be held on an exhibition night along with CAS, Visual Arts, and
Group 4 Projects on exhibition.
TOK Exhibitions

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External Assessment: TOK Essay
The TOK essay
Essay titles will be presented in the form of knowledge questions based on the Areas of
Knowledge. The essay begins with a conceptual framework. It may, for example, ask
students to debate the claim that the methodologies used to create knowledge are
dependent on the use to which that knowledge will be put. The TOK essay must be double-
spaced and written in standard 12 font. Each student selects one of six essay titles provided
by the IB. The titles change in each examination session.

Some examples from May 2023 include the following questions:

1. Is replicability necessary in the production of knowledge? Discuss with reference to two
areas of knowledge.
2. For artists and natural scientists, which is more important: what can be explained or
what cannot be explained? Discuss with reference to the arts and the natural sciences.
3. Does it matter if our acquisition of knowledge happens in “bubbles” where some
information and voices are excluded? Discuss with reference to two areas of knowledge.
4. Do you agree that it is “astonishing that so little knowledge can give us so much power”
(Bertrand Russell)? Discuss with reference to the natural sciences and one other area of
knowledge.
5. Are visual representations always helpful in the communication of knowledge? Discuss
with reference to the human sciences and mathematics.
6. To what extent is the knowledge we produce determined by the methodologies we use?
Discuss with reference to history and one other area of knowledge.

The maximum length of the essay is 1,600 words.

The word count includes:
- the main part of the essay
- any quotations.
The word count does not include:
- any acknowledgments
- the references (whether given in footnotes, endnotes or in-text) and bibliography
- any maps, charts, diagrams, annotated illustrations or tables.

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 Assessment Rubric: TOK Exhibition
Does the exhibition successfully show how TOK manifests in the world around us?
Excellent Good Satisfactory Basic Rudimentary 0
9-10 7-8 5-6 3-4 1-2
The exhibition Three objects The exhibition The exhibition The exhibition The
clearly and their real- identifies three identifies three features three exhibition
distinguishes world contexts objects, though objects, though objects, but the does not
three objects and are identified in their real-world their real-world real-world contexts reach
their respective the exhibition. contexts may be contexts may be of these objects the standard
real-world The connections vague or implied rather are not stated, and described by
contexts. The between the imprecisely stated. than explicitly the images the other
connections three objects There is some stated. Basic displayed may be levels or
between the and the selected explanation of the connections are highly generic does not use
three objects and IA prompt are connections made between images of types of one of the IA
the chosen IA explained, between the three the objects and objects rather than prompts
prompt are though this objects and the the selected IA specific real-world provided.
obvious and well- explanation may selected IA prompt, but the objects. Links are
explained. There be lacking in prompt. explanation for made between the
is strong precision and Each object in the these connections objects and the
justification for clarity in exhibition has is unconvincing selected IA prompt,
the specific places. There is a some justification and/or but they are
contribution that justification for for its inclusion. unfocused. minimal, tenuous,
each individual each individual Some of the points Each object's or unclear as to
object makes to object's are supported by inclusion in the what the student is
the exhibition. contribution to evidence and exhibition has a attempting to
All, or nearly all, the references to the superficial convey.
of the points are exhibition. Many IA prompt chosen. justification. There is very little
well-supported by of the points are Reasons for justification
relevant evidence supported by including the provided for each
and explicit relevant objects are object's inclusion in
references to the evidence and provided, but the exhibition.
chosen IA references to they are not The commentary
prompt. the chosen IA supported by on the objects is
prompt. appropriate either highly
evidence and/or descriptive or
are irrelevant to consists solely of
the selected IA unsupported
prompt. There assertions.
may be significant
repetition among
the various object
justifications.
Possible characteristics
Convincing Focused Adequate Simplistic Ineffective
Lucid Relevant Competent Limited Descriptive
Precise Coherent Acceptable Underdeveloped Incoherent

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 Assessment Rubric: TOK Essay
Does the student provide a clear, coherent and critical exploration of the essay title?
Excellent Good Satisfactory Basic Rudimentary 0
9-10 7-8 5-6 3-4 1-2
The discussion The discussion is The discussion is The discussion is The discussion is The
maintains a focused on the centered on the related to the only tenuously discussion
consistent focus on title and is title and is title and makes related to the does not
the title and is effectively linked supplemented only superficial or title. meet the
effectively linked to to areas of with some links limited While there may other levels'
areas of knowledge. to areas of connections be connections to expectation
knowledge. Argume Arguments are expertise. Argu to areas of areas of s or is not in
nts are clear, clear, coherent, ments are knowledge. The knowledge, any response to
coherent, and well- and backed up by advanced and conversation is relevant points one of the
supported by examples. supported by mostly are either prescribed
specific examples. There is awareness examples. descriptive. descriptive or titles for the
Arguments' and some There is some There are few consist solely of appropriate
implications are evaluation of awareness of arguments unsupported examination
considered. various points of opposing presented, but assertions. session.
There is a clear view. viewpoints. they are unclear
awareness and and lack effective
evaluation of examples.
various points of
view.
Possible characteristics
Insightful Pertinent Acceptable Underdeveloped Ineffective
Convincing Relevant Mainstream Basic Descriptive
Accomplished Analytical Adequate Superficial Incoherent
Lucid Organized Competent Limited Formless

Assessment Objectives
It is expected that by the end of the TOK course, students will be able to:
- Identify and analyze the various kinds of justifications used to support knowledge claims.
- Formulate, evaluate and attempt to answer knowledge questions.
- Examine how academic disciplines/areas of knowledge generate and shape knowledge.
- Understand the roles played by ways of knowing in the construction of shared and
personal knowledge.
- Explore links between knowledge claims, knowledge questions, ways of knowing and
areas of knowledge.
- Demonstrate an awareness and understanding of different perspectives and be able to
relate these to one’s own perspective.
- Explore a real-life/contemporary situation from a TOK perspective in the presentation
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What is the significance of TOK?
TOK aims to make students aware of the interpretative nature of knowledge, including
personal ideological biases – whether these biases are retained, revised or rejected.
It offers students and their teachers the opportunity to:
- Reflect critically on diverse ways of knowing and on areas of knowledge
- Consider the role and nature of knowledge in their own culture, in the cultures of others
and in the wider world.
In addition, TOK prompts students to:
- Be aware of themselves as thinkers, encouraging them to become more acquainted with
the complexity of knowledge
- Recognize the need to act responsibly in an increasingly interconnected but uncertain
world.
TOK also provides coherence for the student, by linking academic subject areas as well as
transcending them. It therefore demonstrates the ways in which the student can apply
their knowledge with greater awareness and credibility.

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