IB Prospectus 2027 - Flipbook - Page 6
THE CORE
Theory of Knowledge
Theory of Knowledge is a central element of the IB in which we ask fundamental questions about the nature of knowledge and
its relationship to the subject areas of the Diploma. Its principal aim is to explore the main categories of knowledge with special
reference to the various problems that students encounter in their everyday learning.
Students will acquire a set of critical and conceptual tools to enable them to
re昀氀ect upon the many connections between di昀昀erent parts of the IB programme.
The course takes as its content the academic, cultural and individual interests of
students. By applying ToK tools, (which will be of vital and continuing value as you
progress through your courses), insights into knowledge issues will blossom in your
beautiful minds. You will be stimulated to develop as questioning thinkers, who are
empowered to explore the knowledge claims of others with a discerning skill.
Assessment is by coursework:
• Exhibition (Internal Assessment): Students create an exhibition of three objects
linked to one IA prompt, with written commentaries explaining how the objects
illustrate ideas about knowledge. This component is internally assessed by the
teacher and externally moderated by the IB.
• Essay (External Assessment): Students write a 1,600-word essay in response to
one of the prescribed Theory of Knowledge essay titles issued annually by the
IB. The essay requires students to develop a clear argument, critically evaluate
di昀昀erent perspectives, and draw on examples to explore questions about the
nature and acquisition of knowledge. It is externally assessed by IB examiners.
The essay is worth 2/3 of your ToK grade and is marked by the IB, whilst the
exhibition is worth 1/3 and is marked by your teachers and then externally
moderated by the IB.
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• What is the basis for our understanding of
the world and our beliefs?
• How do individual beliefs relate to the
subjects we study?
• What status should we give to scienti昀椀c
knowledge as compared to artistic or
literary knowledge?
• What is the in昀氀uence of society and
culture on what we think we know and
believe?
• What problems of bias does our own
experience present?
• How does language in昀氀uence our
experience and ideas of truth?
• What problems of communication does
language present?
• What is the relationship between
perception and questions of “reality”?
• How does maths relate to the world?
• Is it possible to have emotional truths?
• How is knowledge acquired and justi昀椀ed
and how might this di昀昀er across subject
areas?
