tok essay history examples

IB TOK Essay examples

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All TOK Essay Examples

Filter exemplars, 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., 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., want to get full marks for your tok essay allow us to review it for you 🎯, is replicability necessary in the production of knowledge discuss with reference to two areas of knowledge., are visual representations always helpful in the communication of knowledge discuss with reference to the human sciences and mathematics., fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, to what extent is the knowledge we produce determined by the methodologies we use discuss with reference to history and one area of knowledge., tok essay: 5. “how can we distinguish between good and bad interpretations discuss with reference to the arts and one other area of knowledge”, 如果我们是在排除某些信息和声音的“信息同温层”里获取知识，这有关系吗请参考两个知识领域展开你的应答。, does it matter if our knowledge acquisition happens in "bubbles" where some information and voices are excluded discuss with reference to two areas of knowledge., is replicability necessary in the production of knowledge discuss with reference to two areas of knowledge, 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., 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., to what extent is the knowledge weproduce determined by the methodologieswe use, 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 natural science., êtes-vous d'accord qu'il est "étonnant que si peu de connaissance puissent nous donner autant de pouvoir" (bertrand russell) - discutez cette question en faisant référence aux sciences naturelles et à un autre domaine de la connaissance, est-il important que notre acquisition des connaissances se fasse dans des « bulles » où certaines informations et certaines voix sont exclues discutez cette question en faisant référence à deux domaines de la connaissance., 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., is replicability necessary in the production of knowledge discuss with reference to two area of knowledge, are visual representations always helpful in communicating knowledge discuss with reference to the human sciences and mathematics., are visual representations always useful in communication of knowledge discuss with reference to the human sciences and mathematics., for artists and natural scientists which is more important: what can be explained or what cannot be explained, is replication necessary in the production of knowledge discuss with reference to two aoks., 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., is replicability necessary in the production of knowledge.

Example essays

As part of theory of knowledge (TOK), each student chooses one essay title from six issued by International Baccalaureate®(IB). 

The titles change in each examination session. 

Upcoming and past questions include: 

• “To what extent are areas of knowledge shaped by their past? Consider with reference to two areas of knowledge.”
•  “'There is no reason why we cannot link facts and theories across disciplines and create a common groundwork of explanation.' To what extent do you agree with this statement?”
• “There is no such thing as a neutral question. Evaluate this statement with reference to two areas of knowledge.”
• “'The task of history is the discovering of the constant and universal principles of human nature.' To what extent are history and one other area of knowledge successful in this task?”

Further guidance on the TOK essay and exhibition can be found in the IB’s Programme Resource Centre (PRC) .

Materials in the PRC are only available to existing IB World Schools. These materials are free.

There are a number of resources on TOK in the IB Store , which are available to everyone.

Find out how to become an IB World School .

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How To Write A ToK Essay - Updated 2023

Ace your ToK Essay with our expert tips & tricks! Get the latest and greatest techniques on "How To Write A ToK Essay" and impress the IB examiners.📝💡

Table of content

Purpose of tok, assessment of tok, the game plan, execution of the gameplan, planning for tok essay, structure of tok essay, introduction, conclusions, bibliography.

How to write a TOK Essay? 

To answer that, you must familiarise yourself with what a TOK Essay is about.

Before you start reading this article,  Amanda  has some excellent TOK tips for you!

Theory of Knowledge is one of the most meta subjects that IB offers. Despite its complexity, TOK helps in providing a base for holistic learning and allows students to have a multidisciplinary experience. 

To understand TOK is to understand the essence of IB, a task that most people consider unattainable.

But not for you! 

Thank your lucky stars who made you land on Nail IB. How exactly will Nail IB help you? 

Well, nailing International Baccalaureate is something we will discuss later. 

Let's focus on cracking your TOK essay, shall we?

TOK demonstrates how students  can apply their knowledge  with  greater awareness  and  credibility .

Big words, huh? 

Now that we know that we cannot just slide through the Theory of Knowledge, let's understand how we can conquer this battle all guns blazing.

ToK essay’s primary objective is to answer the  why  behind our studies. 

It makes one aware of the real-life implications of their subjects. The students gain greater awareness of their personal and ideological assumptions and appreciate the diversity of different perspectives. It helps the students find their unique perception, a prerequisite for excelling in the IB TOK essays.

Before we dive into our gameplan, let’s overview the rules of the game.

There are two assessment tasks in the TOK: an essay and a presentation . While a presentation encourages students to explore a real-life situation through the lens of TOK, an essay is written on the basis of the various questions provided by the International Baccalaureate Organisation.

• The presentation is to assess a student’s ability to apply TOK thinking to a real-life situation whereas IB TOK essay is more conceptual.
• The essay is externally assessed by IB and must be on any one of the prescribed TOK essay titles issued by the IB for each examination session.
• Word limit of a TOK essay is 1600 words ( excludes extended notes, footnotes, bibliography).

Now that we have unleashed the game, let’s move ahead towards the gameplan of acing both, your presentation and your essay.

One of the fundamental tasks of TOK is to examine different areas of knowledge and find out their similarities and differences.

The TOK essay requires the students to investigate two Areas of Knowledge (AOK)  and two Ways of Knowing   (WOK) . AOKs and WOKs are investigated via questions such as:

• How do we know what we know? (WOK)
• What counts as evidence for X? (AOK)
• How do we judge which is the best model of Y? (WOK)
• What does theory Z mean in the real world? (AOK + WOK)

The aforementioned are  Knowledge Questions  which help combine the Areas of Knowledge and the Ways of Knowing that they are using. This eliminates the superficial way of learning and makes an individual sensitive to the nature of the information.   Our acquisition of Knowledge can be broadly divided into Shared Knowledge and Personal Knowledge.

Shared knowledge: What WE know It is the product of more than one individual. Although individuals contribute to it, shared knowledge does not solely depend upon the contributions of a particular individual—there are possibilities for others to check and amend individual contributions and add to the body of knowledge that already exists.

Personal knowledge: What I know It is essentially dependent on the experiences of a particular individual. Also known as procedural knowledge, it is gained through experience, practice and personal involvement and is intimately bound up with the particular local circumstances of the individual such as biography, interests, values, and so on.

The best hack to ace TOK essay is to develop a habit of making connections between the construction of knowledge, its acquisition and its relevance in the real world. 

After that one needs to develop an interest in understanding the difference between diversity and cultural perspectives and personal assumptions.

One also needs to critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives.

Yes, this is what you signed up for. It may sound a little intimidating but once you get the hang of it you will be able to see the matrix and understand this beautiful world a little better.

Understand that to provide the best version of your writing, it will take you more than one or two drafts. First and foremost, you need to pick your essay topic diligently. Try to choose an essay topic that best interests you. The topic should also allow you to explore the Areas of Knowledge towards which you are naturally inclined. Here are a few sample questions:

a) 'Ways of knowing are a check on our instinctive judgments.' To what extend do you agree with this statement?

b) With reference to two areas of knowledge discuss the way in which shared knowledge can shape their personal knowledge.

c) How can we know if knowledge is produced more through 'Passive Observation' or 'Active-Experiment' within the Human and Natural-sciences under a Mathematical-Perspective?

d) "The whole point of knowledge is to produce both meaning and purpose in our personal lives". Assess the validity of this statement.

Great things take time. It took me more than a couple of weeks to finalize this TOK essay guide. It is completely okay if the first few drafts may not look pleasing or award-winning to you. You will require sharpening your perspective towards the topic each time you polish your draft. Your writing journey from a dull draft to a masterpiece will be a whole process that you will have to be patient with. Have faith in yourself and proceed stepwise.

You need to consider the opinions of others who have devoted hours of research and a lifetime of dedicated studying the topic that surrounds your writing. Unravelling the realms of your mind palace is so Sherlock but let’s not deny the fact that at times, Watson is the one whose expertise helps Sherlock through pretty difficult times. I mean even Batman needs a Robin. In support of my awesome sauce examples, the point I am trying to make is that  finding support for our claims and counterclaims through research is a good thing .

Use real-life examples to support your claims and counterclaims. These examples need to be documented researched examples like studies, experiments, articles, presentations by well-known people, etc. Examples that stem from your diploma subjects are highly encouraged, but those will need to be supported by research as well.   

It is suggested that you choose a title, stick to it, tackle it and not be afraid. Do not change your mind unless there is a good reason. Also, try choosing Areas of knowledge that you truly enjoy. You know slaying a known devil is much easier than an unknown one. Allot a TIMELINE to your essay. Start with creating an outline of your essay. This will help you to track your progress and accomplish your goals

You can use tools like  Trello  to organize your ideas and plan your TOK essay.

Areas of Knowledge (AOKs): TOK distinguishes between eight areas of knowledge. They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. It is suggested that students study and explore six of these eight.

Ways of knowing (WOKs): TOK identifies eight specific WOKs- language, sense perception, emotion, reason, imagination, faith, intuition, and memory. It is suggested that studying four of these eight in-depth would be appropriate. WOKs underlie the methodology of the areas of knowledge and provide a basis for personal knowledge.

Moving ahead, let us discuss the structure of your TOK essay.

Your essay will consist of 4 broad segregations

Before breaking down further on the pillars, keep the following in mind

• Please note what the TOK essay title is asking you. (Read it a couple of times. We highly recommend that you brainstorm ideas with your TOK coordinator)
• Make sure you understand the command term and the question it is asking.
• What kind of knowledge is being elicited?
• When choosing your areas of knowledge (AoK) and ways of knowing (WoK) make sure that you are able to draw contrasts and comparisons, that is, you are able to find evidence that supports as well as challenges your claims.
• Identify key terms in your TOK essay title. Make sure you define them. Your essay will gravitate around them. Key terms/words in your titles are your essay anchors. Your response should be built around them.
• Your writing skills come in handy while you work on your IB TOK essay. Like any other essay make sure you have proper thesis statements and topic sentences to guide the evaluator through your work.
• Respect the TOK essay title. Rephrasing the topic is not encouraged . Your main job is to address the title.

Introduce your topic accurately and state your thesis statement for the essay carefully.  A thesis statement is like a teaser to your entire essay wherein you define your key terms and introduce your interpretation of the question. Make sure that you do not reword the prescribed title in your thesis. Instead, it needs to, as the word says, INTRODUCE your readers to what your essay is about. A strong introduction allows the reader to deduce what knowledge question(s) you are trying to answer.

So, in a nutshell

• Write interesting things about the given TOK essay title .
• Define key terms
• Narrow in on the particularly interesting aspect
• State your thesis statement . This will be your short answer to your given title if you don't know how to write a killer thesis statement check out this blog from SparkNotes .
• State your Roadmap. This will help the readers in understanding the direction of your essay.

The body can be mainly divided into 3 segments.

Body (1st Segment)

• AoK Claim:  Here you investigate your first Area of Knowledge and draw parallels between your AoK and the question. This is done by stating your claim. Claims can be general in nature and need not reference a particular area of knowledge. They help you shape your essay and investigate the question further. 
• Evidence: Example of a real-life situation, describe thoroughly and accurately, which supports your stated claim. (AoK)
• Counter-Claim: State your counter-claim: like claims, those can be general and need not reference a particular area of knowledge. Counterclaim helps you show the other side the coin and gives your essay a holistic nature. 
• Evidence: A referenced real-life situation/example. Describe thoroughly and accurately, show how this supports your counterclaim (AoK ).
• Don’t forget to weave in your WoKs:  You need to take into account the source of your knowledge. Here you can also investigate if your nature of acquiring the knowledge has, in any way, affected it. It is good practice to question if your knowledge would be different had it been acquired through a different source/method
• Mini-conclusion: Here you analyze your examples in reference to your claims and counterclaims. You must connect to your thesis statement and the prescribed title. How does your proposed argument, in this particular part of the body, connect to the prescribed title and the knowledge questions you are trying to answer?

Body (2): Follow the above process for your second AOK.

• Use this part of your essay to compare and contrast your varying AoKs. You need to connect them to your thesis and your prescribed title clearly showing how your arguments respond to the PT.

Your conclusion section will make your essay come together. It is the glue that will make your essay stick together. Herein, you need to

• Reiterate your thesis (initial response).
• Use your mini conclusions to write a final conclusion.
• Tell the reader what the significance is for knowing what we know in this particular PT.
• Discuss implications as well.
• Offer another perspective, how will the perspective of a different person affect the claims/counterclaims you make in the essay?
• Don’t forget to make the end strong.

We recommend all the ib students use the  citation machine  (It's FREE) to organize or generate a bibliography for your TOK essay. Please go through this extensive guide provided by the IB before you start working on your citations.

If you are still struggling heaps with your TOK essay feel free to subscribe to our tok notes bundles or get access to more than 500+ IBDP notes and past papers here .

Nail IB is your virtual companion that helps you hustle through your diploma and provide you with the right resources at the right time. To know more about acing IB, click  here .

I hope this article will become the foundation for figuring out how to write a TOK Essay.

Remember to have faith in yourself.

I hope you NAIL your TOK essay!

Quoting the great Napolean Hill

"Whatever the mind of a man can conceive and believe, it can achieve."

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World History teaching resources for the high school classroom: lesson plans, worksheets, quizzes and simulation games for KS3, IGCSE, IB and A-Level teachers.

The following materials have been designed to help deliver theory of knowledge (tok) in history at ib (international baccalaureate) level to my students at the international school of toulouse ., as well as making regular reference to tok issues within normal lessons, i also deliver three sessions of one hour each to all of grae 11 (whether or not they study history), and round the unit off by setting a relevant tok essay title from the ib syllabus (these are provided annually in advance)., 1. an introduction to theory of knowledge in history.

[ online multimedia lecture ]

In this 20-slide presentation, students are introduced to the concept that "Knowledge" in History consists not only of the selection of facts from an incomplete historical record, but the interpretation of those facts and of the gaps in that record by historians. There is also a detailed consideration of the role played by sense perception as a source of knowledge in History, complete with case studies focusing on the recent "statue wars" and other examples from public spaces.

2. The "What" of History: Sources

Introduction: why and how is history produced.

• "History" is not "What happened in the past" or even "The surviving evidence of what happened in the past".
• It means "What historians choose to interpret from the surviving evidence of the past"
• To reduce this to a formula, we might say:
• Sources + Historians = Histories
• So it is important to consider what the nature of the surviving evidence is, and how historians then choose to select and present it.
• Session 1. The Sources: What are the limitations of the surviving evidence?
• Session 2. The Historians: What are the limitations of the historians using that evidence?
• Session 3. The Histories: What, therefore, are the limitations of the histories produced?

The Historians and Their Sources

• How can we extract knowledge from the sources? (issues of quality and quantity)
• How useful is the knowledge that we extract in this way? (issues of comprehensibility and the 'language gap')

This session makes use of the following two video clips which illustrate the problem of the 'language gap' when trying to interpret historical sources:

3. The "Why?" of History: Causation

[ Student worksheet | Teacher notes | Teacher Multimedia Presentation ]

• It has been said that "all history is contemporary history" (Croce) and “History tells us more about the person who wrote it than about the people being written about” (Carr).
• In this sense, works of history themselves become sources for later generations of historians!
• Whig School
• Marxist School
• Annales School

This session makes use of the following two video clips which demonstrate the ideas of accidentalism and determinism respectively.

4. The "Meaning" of History: Interpretations and Judgements

[ Student worksheet | Teacher notes ]

• Select sources to use, based on what questions need answering;
• Interpret those sources and make deductions from them;
• Organise and present their main conclusions to the public.
• Arguably, this process of selection and interpretation distorts our "knowledge" even further. All historians have their own views and interests, formed by upbringing, social background, and current affairs; this will determine the questions they choose to investigate, the sources they choose answer those questions, the interpretation which they put on those sources and even the words they use (“one man’s terrorist is another man’s freedom fighter”).
• To persuade
• To entertain

This session makes use of the following two video clips, both of which demonstrate the danger of taking even 'documentary' evidence at face value:

Appendix 1: TOK in History - stimulus questions grid

The following grid outlines the main Ways of Knowing identified in the TOK history syllabus, along with the specified areas for consideration with regard to History in particular. These are laid out in a grid with a question provided which covers all possible crossover discussion points. Useful for classroom stimulus and ideas for how to incorporate TOK into classroom discussions, debates, starters and plenaries.

[ click here for a printable version ]

Appendix 2: A revision summary grid of historiographical terms

Observations: Leopold von Ranke's Historicism movement in the late 19th Century laid the framework for modern historiography. From the scientific methods of source analysis it promoted, historians quickly moved from describing "what" happened and towards a consideration of "why". In the late 20th Century, however, the postmodernists argued that Historicism was fundamentally flawed: all historical sources were both biased and incomplete so it was impossible to reach any valid conclusions. This created "The Crisis of History" which has called into question the whole validity of the discipline.

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History has been defined as a study of the recorded past. This area of knowledge has continuously raised knowledge questions like whether it is possible to speak with certainty concerning an event that took place in the past. 

Despite such complexities, studying history has been essential in deepening our understanding of the present through reflections of the past.

Due to the fact that historical knowledge can never be absolute, documentary evidence has played a fundamental role when it comes to this area of knowledge.

As shown by various history knowledge questions, the reliability of evidence is dependent on the judgment of the historian. One of the main objectives of historical study is making sense of past events.

Ways of knowing such as sense perception and memory are therefore vital to this process. In addition, based on the fact that history cannot be revisited as it is not present anymore, makes it unique when compared to other IB areas of knowledge.

Additionally, while most historians base their assertions on tangible evidence, the interpretation of this information is critical to the production of historical knowledge.

As pointed out earlier, experts within this area of knowledge cannot conduct experiments to ascertain the validity of knowledge issues or claims. However, historians have developed alternative methods that they use to gather information.

Despite the fact these methods differ significantly when compared to areas of knowledge such as the sciences, they are still considered credible methods of inquiry.

In some cases, these methods do not apply as the overwhelming amount of evidence can be used to confidently claim that a historical fact is completely accurate.

Examples and Explanations

• Claim - During the generation of a resolution there is a fruitful exchange of knowledge, opinions, and views. Example – Integration of feminist points of view in sociological history
• Counterclaim - Dissenting opinions in history can result in the development of confirmation bias. Example – Contention on the definition of the Industrial Revolution. 

This area of knowledge is celebrated because it is composed of intellectual communities that are governed by aspects such as constructive criticism and mutual respect.

As shown in many theory of knowledge essay formats , the preeminent value of history is based on the presence of reasoned discourse.

During the pursuit of topics of mutual interest, historians often assess diverse points of view in order to learn from the knowledge claims by the different experts.

By integrating aspects such as impartiality and ways of knowing such as sense perception, experts are able to develop commitments to such discourse which ensure that equal attention is provided to both sides. 

Such factors help guarantee that during the generation of a resolution there is a fruitful exchange of knowledge, opinions, and views. A TOK essay real-life example that highlights this fact is the integration of feminist points of view in sociological history.

Before the 1920s, there existed a consensus on the perspectives present in sociological history. However, after this period, disagreements arose when the feminist movement argued that their points of view needed to be integrated.

The evaluation of the different points of view resulted in the discovery and emergence of fundamental historical information that in the past had not been studied.

This aspect shows that the presence of disagreements in the primary levels of research can result in resolutions that lead to the development of new conclusions.

On the counterclaim, one can also argue that dissenting opinions in history can result in the development of confirmation bias. By prompting researchers to examine each of the conflicting knowledge claims, it can lead to a lack of agreement when it comes to a specific hypothesis.

For instance, up to the 1970s and 1980s, historians acknowledged that the industrial revolution was a period that consisted of dramatic growth, especially in the eighteenth and nineteenth centuries. This information was validated by evidence produced during the 1950s by researchers such as Phelps-Brown and Hopkins.

However, this idea was soon challenged by economists such as Maxine Berg and Pat Hudson who contested that the methodologies used were invalid.

Instead of resulting in the production of more accurate knowledge, this disagreement has in the recent past continuously hindered the perception of the industrial revolution.

The analysis of both sides in this case did not result in the resolution of the disagreements but resulted in the development of disputes. As shown in most tok essay samples, history is based on written and oral accounts which cannot be comprehensively verified.

This aspect makes the presence of disagreements detrimental to the production of knowledge because some of the knowledge can be lost, altered, or omitted.

“Reliable knowledge can lack certainty.” Explore this claim with reference to two areas of knowledge.

In comparison to other areas of knowledge such as the natural sciences, history is considered significantly different. This is with respect to its methods of data collection and the manner in which new knowledge is validated.

Therefore, historians cannot apply techniques used in knowledge inquiry such as experimentation to prove the validity of historical knowledge.

Various tok essay structures have also shown how technology also affects inquiry in this area of knowledge. The methods of documentation present in the past are not the same as that is used today. This presents a lot of uncertainty when it comes to the justification of knowledge claims because they are based on an expert’s interpretation.

Regardless of this fact, the proof presented for certain events in history is not necessarily questioned. Historical knowledge can be considered reliable despite the lack of certainty.

For instance, historians do not doubt the death of Napoleon on the isle of St. Helena because they cannot access photographic evidence that documented the event.

Alternatively, based on the tok essay rubric attached to this prescribed title, it is important to establish how historians can be certain of their perceptions and in extension, the evidence they possess?

Historical knowledge based on facts should include the idea of certainty as a necessary consequence. Over the years, experts with this area of knowledge have come up with methodologies that guarantee the certainty of specific pieces of knowledge.

Through aspects such as net of available independent evidence is tight enough, historians determine whether a point of absolute certainty has been reached.

For example, based on photographic and video evidence that shows the assassination of Martin Luther King Jr., historians are certain of his death. This shows that reliable knowledge does not have to possess uncertainty.

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How to Write a TOK Essay

Last Updated: December 28, 2023

This article was co-authored by Stephanie Wong Ken, MFA . Stephanie Wong Ken is a writer based in Canada. Stephanie's writing has appeared in Joyland, Catapult, Pithead Chapel, Cosmonaut's Avenue, and other publications. She holds an MFA in Fiction and Creative Writing from Portland State University. This article has been viewed 250,759 times.

The International Baccalaureate (IB) Theory of Knowledge essay is a 1200–1600 word essay on prescribed topics or titles created by the IB. As the name suggests, your Theory of Knowledge (TOK) essay should focus on knowledge issues (what is knowledge? why and how do we know things?) and link to other areas of knowledge as well. About two-thirds of your final TOK grade is determined by your score on your TOK essay.

Choosing Your Essay Title

• Mathematics
• Natural sciences
• Human sciences
• Religious knowledge systems
• Indigenous knowledge systems

• “Compare the roles played by reason and imagination in at least two Areas of Knowledge.”
• “When mathematicians, historians and scientists say that they have explained something, are they using the word ‘explain’ in the same way?”

• Do you understand the keywords or concepts in the title? You may not be clear on what a title is asking you to do. Go through the title and highlight any words or concepts you are unsure about. Some titles will use keywords from TOK courses, such as “belief”, “knowledge” “truth”. You may want to check back on your class notes and consider what these words mean in the context of the title.
• Do you have a strong interest in the title? The title should play to your interests and you should feel you can write about the title with care and diligence. For example, if you are skilled or interested in the arts, you may choose a title like “Compare the roles played by reason and imagination in at least two Areas of Knowledge” and pick the arts as one area of knowledge. Keep in mind, however, you should balance your passion for the title with an objective perspective.
• Do you have something relevant to say about the title? It’s important that you relate the question to the ideas you have covered in your TOK course, as well as the topics you have studied in class, and your own personal experiences or thoughts. The essay should have an objective tone, but you will still need to inject it with personality, passion, and clarity.

• For example, in a title like: “When mathematicians, historians and scientists say that they have explained something, are they using the word ‘explain’ in the same way?”, you may rephrase it into two sentences. The title refers to three AOK: mathematics, history, and science. It is then asking you to compare and contrast the way these three AOK use explanation as a way of knowing about a topic or issue.
• By breaking down the title into short sentences, you now have a clearer picture of what the title is asking you to do and how you might go about answering the title sufficiently.

Structuring the Essay

• Understanding the knowledge issues: your essay must be focused on the knowledge issues, link and compare at least two knowledge issues, show relevancy between at least two knowledge issues, and demonstrate a sophisticated understanding of the knowledge issues.
• Knower’s perspective: your essay must demonstrate independent thinking, self-awareness, at least two different perspectives, and several supporting examples.
• Analysis of the knowledge issues: your essay must show insight and depth, justify your main points, present arguments and counter-arguments, and explore any assumptions and implications of your topic.
• Organization of ideas: your essay must be well structured, explain key concepts, be factually accurate, and cite references where applicable.

• You may also be asked “to what extent” or “in what way” a statement is justified. You will then need to present for and against arguments for the statement.
• If you are asked a direct question, your essay should address to what extent or in what ways you are for and against an argument or position.

• Start by doing a general, open brainstorm. Write down everything that comes to mind when you think about the title without passing judgement on any of the ideas, or stopping to read over your brainstorm.
• After five minutes of brainstorming, read over your notes. Identify ideas that relate to each other or that contradict each other. If you are evaluating or assessing a claim in the essay title, create a for column and an against column. Group your brainstorming ideas into either column. Create a third column for grey area ideas, or ambiguities, and place ideas in that column.
• Note any examples of the ideas that you wrote down. For example, you may be addressing a title like: “When mathematicians, historians and scientists say that they have explained something, are they using the word ‘explain’ in the same way?” You may create a brainstorm for each area of knowledge (mathematics, history, science) in relation to the idea of explaining something. You may then use examples of “something” that can be explained in each AOK: a mathematical equation, a historical moment in a battle or a trial, and a scientific theory.

• You should also identify the areas of knowledge you will be discussing in your essay. For example, for a title like: “Compare the roles played by reason and imagination in at least two Areas of Knowledge” you may choose two AOK: the arts and science. You may then compare and contrast the function of “reason” and “imagination” in the arts and in science.

• Paragraph 1: Introduction. You would provide an explanation and interpretation of the title and identify the key terms in the title. You would also state your thesis and explain or identify a knowledge issue related to the title.
• Paragraph 2: First Area of Knowledge. For example, the arts. Discuss how the arts answers the title and provide supporting examples. You should also note any counter-arguments against the title or any limitations of the supporting examples.
• Paragraph 3: Second Area of Knowledge. For example, mathematics. Note how mathematics answers the title and provide supporting examples. You should also note any counter-arguments against the title or any limitations of the supporting examples.
• Paragraph 4: Third Area of Knowledge (if applicable)
• Paragraph 5: Conclusion. Summarize your main ideas and restate your thesis. Conclude by answering the title fully, taking into account the counter arguments and limitations of the areas of knowledge.
• You may also decide to structure your essay based on a main argument and a main counter-argument. Your outline may contain four paragraphs total:
• Paragraph 1: Introduction and explanation of the knowledge issue.
• Paragraph 2: Main argument, with justification and one to two supporting examples.
• Paragraph 3: Main counter-argument, with justification and one to two supporting examples.
• Paragraph 4: Conclusion.

• Some students find it useful to draft their thesis statement once they have finished writing a first draft of the essay. By this point, you will likely have a better sense of the main arguments in the essay and be able to write a clear, concise thesis statement.
• For example, you may need to create a thesis statement for this title: “Compare the roles played by reason and imagination in at least two Areas of Knowledge.” You have chosen two AOK: the arts and mathematics. Consider how reason and imagination function in the arts and in mathematics, as well as the different ways they function in each AOK. Your thesis may be: “Through reason and imagination play an important role in both mathematics and the arts, the imaginative thoughts of mathematicians must be provable, while the imaginative thoughts of artists need only be reasonable.” [5] X Research source

Writing the Essay

• You may want to also refer back to your brainstorming notes to identify the supporting examples for your two areas of knowledge, or your main argument and your main counter-argument.

• For example, you may be discussing the use of reason and imagination in the arts. Rather than discuss a familiar artist, like Picasso, or a familiar example of imaginative thinking, like the Sistine Chapel, use supporting examples that feel original and insightful. Though the essay should be objective in nature, it should also feel reflective and personal. Using a supporting example that you feel passionate about, like Pollack’s kinetic movement paintings, or Rodin’s sculptures, will show you have taken the time to explore unique examples.

• Reference surprising or little known claims, but not well known facts or commonly held opinions. For example: “The sun is the center of the solar system” is a well known fact you will not need to cite. But “Rodin was a traditionally-schooled artist and had a craftsman-like approach to his work” will require a citation as it is maybe a little known fact.
• Reference any sentences or sections where you are closely following someone else’s train of thought or argument, even in your own words.
• Reference exact quotes, and use quotation marks.
• Be consistent with your citations and the way you reference certain sources.

• As you read your essay out loud, make sure there are no vague or abstract sentences or terms. You want to ensure you use your 1600 word count in a clear and concise way. Every word will count in your TOK essay.
• Confirm you have addressed knowledge issues in your essay. Your essay should answer the question “How do you know?” and assess the strengths and weaknesses of knowledge claims in at least two areas of knowledge. You should also use arguments and counter-arguments to support your thesis statement, as well as strong supporting examples.

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• ↑ http://www.dirk-solies.de/TOK/how%20to%20write%20a%20ToK%20essay%20cambridge.pdf
• ↑ http://www.toktalk.net/2009/11/20/starting-and-planning-the-tok-essay/

About This Article

To write a TOK essay that compares several areas of knowledge, start with an introductory paragraph that explains your title and states your thesis. Then, write 2-3 main body paragraphs, discussing in each a single area of knowledge and how it relates to your title. Try to provide supporting examples in each case, and address any potential counter-arguments, as well. Finally, end your essay with a conclusion that summarizes your main ideas and restates your thesis. When you’re done, check to be sure that you’re within the 1,200-1,600 word limit for the essay. To learn from our English reviewer how to choose an essay title and create your thesis statement, read on! Did this summary help you? Yes No

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ToK Essay: How to Choose and Explain Real-Life Examples

Finding the right real-life examples for the TOK essay can be difficult and time-consuming. Searching the web mindlessly often leads to no avail! I will share some of my experiences, both the good and bad, to help you easily find the right examples for your essay.

From the top band of the TOK mark scheme: ‘arguments… effectively supported by specific examples.’ – this shows that examples are an important element in the essay! They show the marker that the claims you make are not just theoretically true, but have real-world applications, allowing you to appreciate the interconnectedness between what you learn and the world we live in.

Real-life examples/situations (RLS) are examples that you can find in the real world to support your claims. Generally, you would be using a few key ideas from the RLS to show how your chosen claim is valid. 

A. Choosing a real-life example

You want to find an RLS which well… exemplifies the point that you are making. Certain key ideas in the RLS need to be relevant and of course, fit in with your point. Avoid having an RLS which only mildly covers your claim, where you end up having to ‘force-fit’ them into your essay.

A.1 Searching the web

When you google: ‘History RLS’, the results you are going to get will be from the many TOK websites out there. Most of them are filled with basic examples, probably not relevant to your point. Similarly, there are many over-used and general real-life examples that you should avoid. What you should do instead is to go back to your point and look for key ideas the example should have. For one of my claims on the AOK (area of knowledge) of History, I already had an idea about the type of RLS that I wanted to include and in my case: one with conflicting historical accounts, in which neither could be rejected. Thus I went to google looking for historical events. It took me quite a while but only once I put ‘various narratives’ into the search engine did I finally get somewhere. 

My advice: have an idea about the key points you need in the RLS, then look for specific types of examples rather than just any RLS in the AOK so that it will be more relevant and applicable to support that claim.

A.2 Using examples from your own academic subjects

You take so many subjects other than TOK in the IBDP, do not let all that knowledge go to waste during TOK. Using things you have learnt from other DP subjects is a quick way to find an RLS. Additionally, using your IA or EE experiences as RLSs is possible. Personally, I used the uncertainty results in my Physics IA and Schrodinger’s atomic model (from the HL Physics syllabus) to explain my points. I saved time researching and found it easy to incorporate them into the essay since I already had a good understanding of these RLSs.

My advice: look through your academic work, to see if there are any RLSs you can use for your arguments. Using your own projects as RLSs can even add an element of originality to your essay!

B. Explaining your real-life examples

Firstly, ensure that you fully understand your RLS. Do not choose an RLS that is too complicated and make sure ample research is done. You do not want to be in a situation where you selectively bring in points and ignore others. Very rarely, the worst-case-scenario would be that your examiner is well versed with your topic, and manages to point out flaws in your arguments. 

Next, give a brief overview of the RLS. 1 or 2 sentences would suffice to prevent you from wasting words. Get a friend who has not heard about your RLS to read it. If they can understand the gist of it without being confused, you have done a good job. Adding images can also aid in the marker’s understanding of the RLS. I included an image of Schrodinger’s model to give a visual of the density cloud of electrons. It was difficult to explain this in words, so a visual worked well for me.

After this, link key ideas in your RLS to TOK concepts and your claim. Your RLS should be evidence supporting your claim. It should help the examiner understand that your claim is credible and supported.

Final advice: Keep a log of all the used sources and the dates that you have accessed them in a separate document. Personally, I added an additional column with a brief summary of the points I was using from each source. As such, while doing references, I would know where I had used a source and have all the information necessary.

I hope that you have a better idea about how to search and explain appropriate real-life examples in your essay. It may not be easy finding RLSs, but it’s okay! All students go through it! Just take your time finding examples that are most appropriate and interesting to you!

You may also like…

• Elena’s Overview of the TOK Essay .
• Vansh’s Overview of the TOK Exhibition .

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TOK essay guidance

TOK Home > Free TOK notes > TOK essay guidance

You write your TOK essay on your choice of six prescribed titles, which are released at the beginning of DP2, and you have approximately 6 months to complete it.

Learn about the basic details of the TOK essay on this page. After you’ve grasped these, move onto our four-step guide to the essay: 1 Understanding the rubric , 2 Choosing a title , 3 Planning and structuring , 4 Writing and uploading .

10 TOK essay starting points

• 1 The TOK essay is an individual task
• 2 It represents two thirds of the overall mark for TOK
• 3 It is externally marked
• 4 You choose your title from a list of six prescribed titles, which change every exam session
• 5 The word count for the essay is 1600 words
• 6 You’ll meet your teacher for 3 interactions to discuss your essay
• 7 Key areas that are assessed include the clarity of arguments, level of effectiveness of examples, and the focus on the title
• 8 You’ll fill in a Planning and Progress Form (PPF), which you submit with your essay (although this is not assessed)
• 9 The context of the essay is explicitly about the five  areas of knowledge
• 10 There is a single criterion for marking, and four characteristics of an excellent essay (insightful, convincing, accomplished, and lucid)

A four-step guide to the TOK essay

Click on the buttons below to take you to the four steps of creating a great TOK essay. Don’t forget that we have plenty of videos on this and other aspects of the course, and members of the site have access to a huge amount of other resources to help you master the course and assessment tasks.

Check out our three-minute explainer video on the TOK essay here . The video goes over the basics of the TOK essay, such as how it’s assessed, the word count and other practical details, terms such as ‘perspectives’ and ‘implications’, and the role of real-world examples in justifying claims and arguments.

You’ll find more videos on this and other aspects of TOK here , and you can dive into much more depth via our free and premium webinars, here .

Watch our essay & exhibition webinars

Click on the images below to access these premium webinars on how to create the essay and exhibition. Access more webinars here , and watch our videos on the assessment tasks on this page .

FAQs about the TOK essay

How do i choose my tok essay title.

You choose your essay from six prescribed essay titles, that are released at the beginning of your second DP year. We give a few tips on how to choose a PT that will work for you here . But briefly, choose one that links to your pre-existing knowledge, and that you find personally engaging.

What will I be writing about in my TOK essay?

You’ll be answering your prescribed title, within the context of two areas of knowledge, considering how different perspectives might affect our response to the question, and what the implications of your arguments are.

Can I use ChatGPT to write my essay?

You can use ChatGPT to help you gather materials for your essay, but you should definitely not be using it to write the essay. Be very careful with ChatGPT. It bases its answers on online material, and much of this is inaccurate or out-of-date. For example, depending on what you ask it, it may tell you that you have to explore multiple areas of knowledge (rather than the two stipulated by the titles), and that you have to identify a separate knowledge question to the title (which is absolutely not the case).

How much help should I expect from my teacher?

Your teacher should run through the PTs when they are first released, and then meet you for three interactions, during which you’ll discuss your progress. They are allowed to give you one set of written feedback. But you can consult them at other times with specific questions.

Do I need to use real-world examples in my TOK essay?

Yes, real-life examples help illustrate your points and make your arguments more tangible. They can be drawn from personal experiences, historical events, scientific discoveries, etc.

Should I include my personal opinion in the TOK essay?

While the TOK essay is not about your personal opinion per se, it’s important to reflect on your perspective and how it shapes the way you understand the title. However, you should avoid using the essay as a platform for rants or unsubstantiated claims.

Is it necessary to include counter-arguments in my TOK essay?

Yes, including counter-arguments shows a deeper understanding of the complexity of the topic and demonstrates your critical thinking skills. It also enables you to consider different perspectives, and evaluate the implications of arguments.

Should I include the 12 key concepts in my essay?

Yes, as much as you can, draw on the key concepts such as justification, evidence, perspective, bias, certainty, and objectivity within your arguments linking them to the title, and to the real-world examples you draw on.

How do I ensure that my TOK essay reflects my own original thinking, and avoids plagiarism?

Clearly attribute ideas and sources that are not your own, and strive to present original insights and interpretations supported by evidence and reasoning. See our point above on using ChatGPT – never view this as more than a tool to help you gather material for your essay, rather than a tool to write it for you.

What are some common pitfalls to avoid when writing a TOK essay?

Avoid oversimplifying complex issues, relying solely on personal opinion without justification, neglecting counter-arguments, veering off the question, and failing to include a consideration of different perspectives.

How long do I have to write my essay?

You’ll have 6 months from the time the prescribed titles are released, to the deadline date for uploading your essay to the IB. However, most schools will set their own deadline for completing the essay, so that everyone has plenty of time to complete your PPF, and upload it on time. Follow what your school tells you about this.

How important is the TOK essay PPF?

The PPF (‘Planning and Progress Form’) is the document that you fill in to outline your discussions during the three essay. Although this is not directly assessed, it is an important part of demonstrating that you have approached the TOK essay in an ethical way, which is now particularly important in the era of ChatGPT.

What are some effective strategies for revising and editing my TOK essay to improve clarity and coherence?

Take breaks between revisions, seek feedback from peers or teachers, and carefully proofread for grammar, punctuation, and coherence.

Should I include references or a bibliography in my TOK essay?

While not required, referencing sources appropriately adds credibility to your essay; use footnotes or endnotes for citations.

Subscribe to the free TOK newsletter!

Subscribe to our free newsletter, and collect fantastic examples that will help you to understand the key ideas of TOK, support your essay and exhibition discussions, and help you to become an authentic critical thinker .

You’ll encounter some of the most important thinkers from the past and the present, go beyond the headlines of contemporary events and issues around the globe, and see how TOK concepts manifest in the real-world. Subscribe HERE !

The ToK Essay

Are you looking for ToK Essay help ? TokToday resources to help you to write a top scoring ToK Essay:

May 24 Guidance Notes are published: Click here to purchase.

In it’s first year of publication the ToKToday e-book Write the ToK Essay in 6 Easy Steps has been used by hundreds of ToK students in many countries. Amongst the positive feedback that we received from many students includes this:

“ So glad I bought this book, it showed me what to do at every stage, I’d of been totally lost without it “

Agustin, June 23, Argentina

Loads of other ToK Essay Resources:

In addition to those above we have also have lots and lots of other resources to help you with your ToK Essay. These include:

Dedicated ToK Essay Video Playlist.

A dedicated ToK Essay video Playlist (incl. 66+ videos) looking beyond the prompts at issues such as how to structure the ToK Essay, examples of RLS to include in the essay, what the examiners are actually looking for, and the 3 most frequent mistakes that students make.

Detailed blog posts on The ToK Essay

Many blogposts on the ToK Essay dealing with a range of issues including:

• How to structure your ToK Essay.
• How to develop knowledge arguments to answer the prompt.
• Analysis of the Examiner’s Reports.
• How to write evaluations & implications of knowledge arguments.

• Jul 19, 2023

Avoid These Overused TOK Essay Examples

A TOK essay lives or dies by the examples you chose to use. I've written extensively about how to plan out and choose your examples for the essay. The question is, how can you make sure your essay stands out? Chances are, the examples you find online, someone else would've found it as well. But some examples are way too common, and too overused that it doesn't demonstrate your engagement with the subject. I will provide some examples of overused TOK Essay examples that the IB themselves have mentioned in the May 2016 subject guide. Even though it is for the old syllabus, this is still relevant as the TOK essay assessment has not changed much since the old guide. Many of these examples have obvious links to many of the prescribed titles in the May 2023 session, but choosing these examples are unwise. So check that your own examples do not fall into the 'overused' category. Note that this list is not exhaustive as well, and you do have to use your judgement to make sure it is as unique, and relevant as possible.

The rule of thumb

Before we get into the list, one quick way to find out if your example is overused will be by how you found the example. If you googled something along the lines of "TOK essay examples" or "AOK History examples", you will get examples that are incredibly generic, and something that thousands of IB students worldwide are using at the same time. Examiners will easily pick up on this lazy example usage and you are unlikely to score very highly.

When searching for examples, the best way to make sure it is unique is to find something which you are personally connected to. Everyone has a unique life experience, and by basing your examples off them, you will ensure your TOK Essay is not only personal, but unique and reflective as well. It really demonstrates your own understanding and connection with the subject. As I mentioned in the planning for TOK Essay article, it is the best way to start looking at examples. If you are from a mixed Japanese and Chinese background, you might consider looking at historical events that incorporate the two, or art made by a Japanese and Chinese artist, etc. Essentially, the examples that you find should have no mention of 'TOK' anywhere, but through your understanding of the world, and your background, you can link these examples to TOK. If you are making these links to TOK originally on your own, you can ensure you will have a unique essay.

Overused examples

overused-examples-from-may-2016-subject-report

Note that these examples are not exhaustive and this list will grow over time as students find more and more cliched examples. Some of the comments made in the subject guide is also really interesting. You can have a think about whether it applies to your own essay as well.

Having unique examples is key to a great TOK Essay. Double checking your examples are personally connected to you, and not part of the list is a good starting point. Ultimately, when you choose examples that speak to you, you can truly understand TOK's impact in your life, and write about it authoritatively in the essay. For more help on the TOK Essay, check out our other TOK resources!

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November 2024 TOK Essay Prescribed Titles with Examples and Detailed Explanation

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EXPLAINED: May 2024 TOK Essay Prescribed Titles

What happened to this post? HackIB has been acquired by MyIBTutor . All content is now available on the MyIBTutor Blog with more exciting IB content to come! Click here to see it for yourself!

Looking for November 2024 Session TOK Essay titles? Click here.

TOK Essay Titles – May 2024 Examination Session

The titles for May 2024 are released! Here they are below:

Make sure to bookmark this page as I explain and provide examples for each of these titles in depth! UPDATE: Title 1, 2, 5 and 6 are now available. Stay tuned for more! For general guidance on how to write a good TOK essay, check out my TOK Essay advice collection .

Is subjectivity overly celebrated in the arts but unfairly condemned in history? Discuss with reference to the arts and history.

How can we reconcile the opposing demands for specialization and generalization in the production of knowledge? Discuss with reference to mathematics and one other area of knowledge.

Nothing is more exciting than fresh ideas, so why are areas of knowledge often so slow to adopt them? Discuss with reference to the human sciences and one other area of knowledge.

Do we underestimate the challenges of taking knowledge out of its original context and transferring it to a different context? Discuss with reference to two areas of knowledge.

Do we need custodians of knowledge? Discuss with reference to two areas of knowledge.

Are we too quick to assume that the most recent evidence is inevitably the strongest? Discuss with reference to the natural sciences and one other area of knowledge.

This title attempts to challenge students on the main school of thought that you learn over the TOK course. The gist of your TOK teaching on both of these AOKs probably boiled down to something like: everything is art and it’s just whatever the artist wants to create, while history is always biased because the winners always write all of history. However, this eliminates much of the nuance in each of these AOKs that are worth exploring. That’s what makes this prompt interesting.

Is subjectivity overly celebrated in the arts? I will be honest, I never thought we really ‘celebrated’ subjectivity. It just, was. Inherently, art is a subjective exercise – you can think about this point a little further. You will find some heated discussion on whether art is subjective or could it be objective on the internet and I won’t delve into that here, because it isn’t the point of this title. The key here is to focus on the EXTENT of subjectivity and is it to the detriment of the area of knowledge itself. Then, we have to consider, whose subjectivity are we talking about: is it the artist’s subjectivity, or the audience’s subjectivity. For example, the Mona Lisa wasn’t that well known when it was first painted. I’m sure the Da Vinci thought it was quite a nice piece, but it seems like we didn’t really celebrate his subjectivity. It wasn’t until a certain audience found it subjectively good, that we accepted it as one of the greatest pieces of art in the world! That is an example of how subjectivity is relevant in the dissemination of artistic knowledge. For a more modern example, what about your favourite YouTuber? Do they truly make what they want? NO! They are often beholden to sponsors, and you – the audience! What you want to see, is what they will make! So it is YOUR subjectivity that drives their decision to produce art, not necessarily purely their subjectivity. Subjectivity by definition is just a person’s opinions, emotions, thoughts. This connects well with the TOK concept of values. What VALUES and WHOSE values are determining what art is created (in a variety of contexts), how art is perceived, and how art changes in its reception over time? These are all good questions to ponder. For more unconventional examples about art, think about how museums choose what art to display, what constitutes good art for prizes like the Nobel Prize for Literature, or why some art is considered more expensive than others? Are there systematic ways to think about our subjectivity and how we apply it to art? Is it really overly celebrating subjectivity or simply a necessity to make sense of the abundance of artistic knowledge in a sea of information today?

History gets a bad rep in the TOK classroom. Students like to trash on History calling it biased and unreliable. In this prompt, I don’t want you to refute these claims, but just think about how they aren’t necessarily catastrophic as we might think. We aren’t denying that biases in history could be problematic. I would be suspicious too, if the only accounts of the Rohingya Genocide came from the Myanmar military. However, the word condemned in the title suggests that we might be too harsh on historians when they get things wrong. We should focus on how the historical method recovers itself from failures in biases from its sources. Yes, it might be biased, but is it better than no history? Furthermore, does subjectivity actually ADD value to the way we produce, and interpret historical knowledge? While I’m sure a completely objective, news story like report of what happened in 1886 would be a historian’s dream, that isn’t the case! No matter how objective we try to be, we colour the events we experience by our own opinions, feelings and emotions. But isn’t that history in itself? In an almost cliched way, history’s subjectivity tells us more about what happened in the past and their beliefs and values more than words could ever say.

In both the historical and artistic discussions, you should focus more on the methodologies of these AOKs and how they achieve their AOK’s purpose. Subjectivity manifests in different ways in these AOKs and their methodology reflects that. In the overt awareness of subjectivity in the Arts, its method to produce knowledge is characteristically defined by subjectivity. In History, the method is to identify the covert influences of subjectivity, then to produce the most truthful knowledge possible. You can see that the goals of these two are different, and hence they deal with subjectivity differently. Don’t fall in the trap of focusing your discussion too much on your examples, but generalise to the patterns of how subjectivity manifest in your AOKs and whether their treatment of it is problematic.

It is crucial, when writing the essay for this prompt, to clearly define in your introduction what specialisation and generalisation means. DO NOT use the dictionary definitions here – since this is a TOK Essay, you want to make a TOK version of specialisation and generalisation, in terms of how these two things differ in the production of knowledge. Clearly defining the two in this way will form a solid foundation for you to have a nuanced discussion on this process of reconciliation between the two. The prompt hints at the competing demands on knowledge of specialisation and generalisation – i.e. you might not be able to produce knowledge in the same way if you were aiming for specialisation versus generalisation. So, this provides a point of contrast for you to choose examples and frame your discussion. Remember, the idea of competing demands is an ASSUMPTION, not an argument posed by the question. You should focus on how your chosen examples demonstrate a way to balance the interests of both and reach a ‘middle-ground’ rather than arguing that specialisation or generalisation are compatible with each other. TLDR: Don’t challenge the assumption.

For the first AOK of Mathematics, you should have encountered many personal examples just from your study of IB Maths. Most of your learning has been on generalisation, and the application of such generalisations. For instance, you learn about Calculus, a general topic within Mathematics, and then apply it in various contexts. Mathematicians love generalisations – that Calculus you learned? Well, the definition of a derivative generalised for all functions could be summarised by the first principles of derivatives function that HL AA students learn. You would have less interaction with specialisation of Mathematical knowledge. In a broader sense, the specific components of mathematics, cannot be separated from the general. You can’t solve calculus problems without the fundamental theorem of calculus. However, you could argue that the fundamental theorem of calculus didn’t need calculus problems to exist. Thus, an interesting dilemma arises in Mathematics – the generalisation could be produced, without a particular need for specialisation, but specialisation often calls for generalisation to first exist.

Looking at the latest mathematics research, you will find that applied mathematics is most common. Rarely do you see people get excited by new discoveries of solutions to elliptical curves, but more do when you tell them a new mathematical model to improve our prediction of the weather. We may place greater value on specialisation of knowledge, because we could see its usefulness more immediately, but, the Area of Knowledge does not require such specialisation to produce knowledge. So, do we encourage people to produce knowledge with the goal of specialisation in mind, or do we tell them to produce whatever theoretical generalised mathematical knowledge they can? Look to how mathematics is applied to Quantitative Finance, Econometrics, and Actuarial Science. They specialise mathematical knowledge and provide for some of the most lucrative careers. Does that speak to our preference and demand for specialised knowledge? But then again, what of the interdependence between generalisation and specialisation? How do we balance the two and how does the methodologies of the AOK contribute to this balancing act?

For the second, complimentary AOK, you could have discussions with all of the AOKs. For the Sciences, you could present a similar argument about needing to have some general theories before you could specialise. The scientific method is essentially one big generalisation process – you take specific observations and you make inferences so that you can generalise about some natural process. However, the knowledge that produces need not be general, it can still be specific. If we take specialisation as the goal, then we could pose narrow hypotheses to test. If we take generalisation as the goal, then we might need multiple of these narrow hypotheses to form a full picture, testing each individual case. Thus, specialisation could lead to specialisation alone, but more often, generalisation is the result of many specialisations.

One last question you might want to consider and attempt to answer in your essay is, do you want to know something about everything or everything about something? The answer to that will depend on your AOK. While we want to know about everything on everything, that is simply not reality. So, what trade offs do we make in each AOK, and how does each AOK decide on what we need to know more on?

You might be able to appreciate how long it takes ideas to actually be implemented in reality by looking at the recent Nobel Prize winners for Economic Sciences. The winner of the 2017 prize was Richard H. Thaler, for his contributions to behavioural economics. He explored the impacts of limited rationality, social preferences and the lack of individual self-control on economic decision making on an individual and market level. He started these findings from the 1980s, but it is only recently, in the 2022 revision of the IB syllabus that Economics students learn about the field of Behavioural economics in any detail! So why is it so?

To some extent, it is hard to criticise things for moving slowly. After all, new discoveries like behavioural economics represents a fundamental paradigm shift towards the way research is conducted in the particular AOK. Often times, fresh ideas are left to “ferment” so that their truthfulness can be tested with time. Nothing is more embarrassing than going down a rabbit hole only to find that your assumptions turned out to be monumentally incorrect. Even if we are making a big shift in light of new ideas towards the way we produce knowledge, doing so takes time! For many years and still now, we rely on strong assumptions of rationality to make economic models function. While the psychology of such behaviours are well researched, applying them to an Economic setting may not be. That is to say, it is important to consider how these new ideas arise, and what effect it has on existing knowledge, and the way we produce future knowledge. New ideas is simply new knowledge, but with the added implication that it has some effect on the existing knowledge within an AOK. It could potentially change how we view current knowledge, or how we conduct research given a particular discovery.

In the AOK of the human sciences, which broadly follows the scientific method, you could drawn some inspiration from the philosopher Thomas Kuhn’s view of scientific progress. He argues that within a period of “normal science” where we make incremental progress under the assumption of an overarching model, but there comes a point where we notice accumulation of imperfections with such a model that leads to new paradigms – new ideas, that fundamentally change how we do science. Then we undergo a sort of scientific revolution, where there are debates and decisions made over what sort of model we need to follow, until everyone eventually accepts the new paradigm and returns to a normal science period so that continual small improvements are made to knowledge, until another paradigm shift happens again. While you are not expected to demonstrate such strong philosophy knowledge within the TOK Essay, it is helpful to consider how each AOK handles such ‘revolutions’. For instance, it is harder to irrefutably find falsities in human sciences given the difficulty in replicability and corroborative studies compared to natural sciences.

As for complimentary AOKs, any would suit here, as each AOK has a very different way to handle new ideas. Many factors influence the way new ideas is accepted. For this title, we need to take the assumption that their acceptance is slow, not argue with it. Instead, you should consider what factors influence this slowness, and how different AOKs have different factors in mind when deciding how to accept new ideas. This relates to the nature of the AOK (what is its purpose) and the methodology guiding knowledge production in them.

Have you ever said something that sounds very weird out of context? That might have just been something silly with no real consequences, but in the realm of knowledge, we need to be careful about the consequences of knowledge taken out of their original context. This article highlights how the context of medical treatment matters a lot! As you can imagine, something that works in one field, doesn’t always apply in a straightforward manner to another. This is why there are whole research teams dedicated to what we call “translational research”. That is, trying to “translate” what you get from something like a lab setting, into actual products, like life-saving medications.

The obvious links to AOKs here are the Natural and Human Sciences. For Natural Sciences, we often start off knowledge production in a lab setting, or in a controlled environment. However, the application of such knowledge is rarely as controlled! So an interesting point to consider is how natural scientists have to account for the fact that their findings won’t ever be used in as perfect a setting as their research. Sure, you might have developed bullet proof wood , but how is that going to work in practically when it comes to mass manufacturing it for the army or the police? This is one of the biggest challenges that natural scientists face. It’s not that we aren’t trying to produce exciting knowledge, but that the application of such knowledge in a practical and appreciable context is often very difficult. Something like the mRNA technology (which recently was awarded a Nobel) took a long time to be developed into actual vaccines. The question then is, do we underestimate this process? Often it depends on the goal of the scientist. If the knowledge producer set out with an idea to commercialise in mind, then they would often consider the practical implications of findings. However, people studying theoretical physics for example, would struggle to immediately find very accessible real life implications. That doesn’t mean the knowledge is worthless, but certainly, the challenges are there.

What about non-scientific disciplines? Recently, I went to an art exhibition that trend Van Gough’s paintings into a 3D digital display. There was a Banksy exhibition that took the original murals he painted on the street, into this museum environment. Does changing the context of how art work is shown, and the manipulation of artistic knowledge change its meaning? What is the goal of transforming art into a different context? There are many reasons. Sometimes, it is to create satire (have a look at the parodies of the Mona Lisa), bringing old art onto a new audience (like VR exhibitions of Da Vinci), or simply making it more accessible to people (by making art works digitally available). The producers of these adapted forms of knowledge take great care in considering how this impacts the meaning of the art in its changed form. When artwork is so subjective, the context of art is often required to understand the artist’s meaning and intention, to ‘interpret’ works accordingly. At the same time, as we know art is quite subjective, is a ‘correct interpretation’ always required? If we are to remain artistic purists, then many of the joys of art could be lost! Imagine if you were admonished for listening to Taylor Swift through Spotify on your AirPods because it isn’t the original uncompressed music file with all the details, and you aren’t listening to it on the exact set of thousand dollar speakers it was created with? It would be ludicrous to assume that artistic knowledge is always going to be disseminated in the same context. Thus, this must be a consideration of artists. Is this consideration more or less difficult for different types of art? How is this consideration different to science considering there is no ‘right’ answer to interpreting art?

When thinking about this title, we aren’t arguing whether it is difficult. I think we all agree it is. However, it is about whether we underestimate just how difficult it is! Center your focus on how each AOK’s methodology highlights the consideration of being able to change contexts, and whether that affects the interpretation of the knowledge in question.

The term ‘custodians of knowledge’ is not something TOK students have likely heard of before, but this concept is relatively simple to understand. If you think positively about it, it could be protectors of knowledge, people who preserve knowledge, keeping it for generations to come – for example, some people might consider the Indigenous Peoples’ in Australia to be custodians of their unique cultural knowledge and what they call dreamtime stories. In this way, they keep culture alive, even if most people nowadays speak English and don’t readily tell their history. However, thought about negatively, it could also mean “gatekeepers’ (pardon the Gen Z language) of knowledge. The idealogical “protection” of knowledge could also be seen as a way to prevent some forms of knowledge from becoming knowledge in the first place. Talk to any university academic, and they will tell you how many times their research papers have been rejected. That’s why there is a bias towards statistically significant results, while research that showed that nothing significant has happened doesn’t often get published. Thus, these two contrasts provide for interesting discussion, particularly when considering how each AOK has different forms of custodians of knowledge and how they “gatekeep” or “protect” knowledge in different ways.

Take the AOK of the arts as an example. The career of artists are laughed upon because it is so hard to “break in” to the fine world of art. Many artists aren’t acclaimed until they are long dead. Perhaps most famously, the Mona Lisa wasn’t very well known until several hundred years after it was made. Thus, artists are often at the mercy of custodians of artistic knowledge like art curators and critics, who decide what merits acknowledgement as knowledge. After all, knowledge is only knowledge when there is consensus it is. And if the big wigs in the art industry doesn’t think it’s worth a mention, your art, however brilliant it seems to you, would not reach the consensus required to be considered knowledge. Of course, there are debates on the necessity of custodians in such a subjective AOK. After all, there were many times I questioned how some “artworks” even made it into the modern art museum when it’s literally splashes of paint on a canvas. I digress. However, there is something to be said about maintaining some form of standard to art. We judge whether some art is good or bad, but not in a very rigorous way. Custodians of knowledge supposedly have a framework to make such judgement in a way which preserves the nature of the AOK, and the knowledge within it. Therefore, discussion about the necessity of the custodians should focus on how they contribute to the purpose of the AOK, and whether it is compatible with the nature and methodologies of the AOK.

To further illustrate what I mean, you could see that Natural Sciences might present a stronger argument to the necessity of such custodians. We implicitly “trust” science, for better or for worse, because we know that there is a level of credibility imbued by the scientific method. It is the custodians’ role to maintain the standard of adherence to the scientific method that keeps this credibility alive. This is why, when flat earthers argue that they can’t see the curvature of the earth from the horizon, that it doesn’t get published in a scientific journal as fact! This is why, when research emerges that denies the existence of climate change, custodians have a responsibility to retract such research . However, at the same time, it also places much pressure on producers of such knowledge to create something worthy in the eyes of custodians. You might have heard of the data manipulation scandal that forced Stanford’s president to resign. Thus, custodians do appear quite important in this AOK, when we value the truthfulness of knowledge so much, but that isn’t without its consequences.

I recommend picking two contrasting AOKs that value much different things when writing the essay. While comparison is not a requirement for the essay, it gives you a more nuanced understanding of the question and thus a more reflective piece. For instance, we have just demonstrated that art is relatively subjective, while the sciences are less so. Thus, this influences the role which custodians need to play in each AOK.

The framework to answering this title for many students will follow a similar structure: an example of when novel evidence was accepted and had groundbreaking impacts, and another example where such evidence was problematic and disputed. Repeat this for the second AOK you choose and you’ll have 4 contrasting examples. This is not the only way to approach this title, but is my personal preference considering the structure I suggest to most students that ensures firstly, you will pass the basic criteria of a TOK Essay, and secondly, you will have a strong foundation to succeed. However, since everyone will have a similar style and collection of examples, it is even more important for this title, that you tease out the meaning and the effect on each area of knowledge, and knowledge in general, that your examples represent.

To demonstrate what I mean, let’s focus on two natural sciences examples. First, consider the case of “Cold Fusion”, a theory that you could supposedly have nuclear fusion at room temperature, discovered and subsequently debunked in 1989. A contrasting example, could be recent Nobel Prize winner of Medicine and Physiology, for the research on mRNA vaccines. Immediately, it is obvious that one shows where recent evidence isn’t the strongest, while the latter shows that it could be. But the focus should be on are we TOO QUICK in assuming so, not whether we should or not. Well, what are the reactions and timelines for each example? While Cold Fusion was met with excitement from the general public for the potential it holds for energy production, I wouldn’t say we ‘assumed’ it to be strong. Looking at the news reports from that time, you can see that there was great anticipation about the discovery, leading to lots of sudden funding and interest to investigate it and replicate it. As for mRNA, that discovery took a long time! First the technology, and the getting it to not appear foreign to the human body was very tricky. Even after it was discovered, we waited quite a while, with many people’s first experience with mRNA to be their COVID 19 vaccine. What you need to draw from these two examples is the methodological similarities and differences which reflect the NATURE of Science, and thus, the purpose of science. You see in both how there is an emphasis on replication which corroborates or falsifies, and only after doing so for a long time do we accept it to be true, otherwise it is debunked. So yes, there are moments where Natural Sciences provides strong compelling evidence that ends up false, there are many hurdles with in the methodology of the Natural Science that prevents us from being TOO QUICK to assume it to be true.

For this prompt, it is too easy to fall into the debate of why something was true or why something was false and tricked the population. This is not the point of the essay. You should avoid talking about the specifics of your examples at length. You need to demonstrate how your examples reflect the wider methodologies of the Natural Sciences (and similarly, for your second AOK) that either encourages or discourages our assumptions that novel evidence is always best. As you can see from my examples above, I focused on how such assumption does not happen too quickly because there are many ways we verify scientific knowledge to be true. I don’t discuss the specifics of the actual science behind Cold Fusion or mRNA as that isn’t required. You are better off focusing on the methodologies behind the AOKs themselves and answering the question.

Some interesting complements to the Natural Science AOK could be History (particularly focusing on revisionism and how historical events could be interpreted differently over time), Mathematics (how could the methodologies differ and are there ‘mistakes’ in Maths), or even Human Sciences (replication is a bit more difficult with that!).

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20 responses to “explained: may 2024 tok essay prescribed titles”.

Hi, when will you deconstruct #6? Much appreciated.

I just did! Hope it helps.

Thank you so much!

hello! when will you deconstruct #2? would really really appreciate it !!!

Just posted!

Hi when will you deconstruct No. 5? Much appreciated.

Could you please deconstruct no5. ?

Check it out!

Please Please deconstruct 5 ASAP, first draft due in 5 days!!!! Thanks!

I just did! It’s a very interesting title.

Hi, when will you deconstruct #3? Much appreciated.

I have just posted this. Thanks!

Hi, when will you deconstruct #4? Thanks!

Just updated!

Hi, is there more in depth analysis of title 4 coming?

Sorry it took a while, but it’s here now!

I have a question, for PT3, so what will be our possible counterclaim? is it another factor that will make it slow? or find another RLS that show sometimes fresh ideas can be adopted fast ?

I would reread the prescribe title. The title is asking you “why”. So all you need to do is propose different sorts of reasons as to why this slowness occurs. You don’t need to challenge the assumption within the title that it is slow. Accept that it is slow, and propose various ideas for why that is the case according to the properties of your chosen AOK.

Could you explain how you would format number One. Would I only be talking about two examples one for each AOK and what about them? Introduction, aok 1 and aok2 and conclusions

For sure! You should refer to my article on structuring for TOK Essay for more details. In general though, you can approach this prompt with two examples for each AOK, with one example about subjectivity being overly celebrated, and one not in the arts, while for history, it would be one where it is condemned unfairly vs not.

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