Knowledge & the knower questions
Knowledge questions (KQs) form the heart of the TOK course, and provide us with the opportunity to discuss, explore, and sometimes argue about the way in which we acquire, use, and evaluate our knowledge about the world.
Although the knowledge & the knower questions that you see here link primarily to the core theme, many of them link to AOKs, and optional themes, so one of the first things to consider is how they relate to, and impact on, other aspects of the course.
Questions on the nature and scope of knowledge & knowing
- These KQs on knowledge & the knower relate to Big Question 1, our first BQ unit for TOK
- They also link to the nature and scope of the core theme, part of the IB’s knowledge framework
- Good KQs ask how we know about the world (second-order knowledge), rather than what we know about the world (first-order knowledge)
- Being able to tell the difference between first and second-order knowledge can be difficult, but it is the most important attribute of successful TOK thinking
What is the point of knowledge?
Do all knowledge claims require demonstrable evidence to support them?
To what extent should we rely on our memory to provide us with knowledge?
What’s the difference between knowledge, belief and opinion?
How can we evaluate whether something is ‘true’?
Do feelings constitute knowledge?
How can we evaluate whether we know as much as we think we know?
Can we trust the knowledge we receive from our senses?
Why should we believe something?
Questions on the relationship between knowing and values
- These KQs on knowledge & the knower relate to Big Question 2, our second BQ unit for TOK
- They also link to knowledge & the knower and ethics, part of the IB’s knowledge framework
- Good KQs ask how we know about the world (second-order knowledge), rather than what we know about the world (first-order knowledge)
- Being able to tell the difference between first and second-order knowledge can be difficult, but it is the most important attribute of successful TOK thinking
Why should we care about finding out about the world?
Which evidence is stronger in supporting ethical claims: rational or empirical?
Do ethical thought experiments lead to valid knowledge?
What moral responsibilities and obligations come with the acquisition of knowledge?
Do we have a responsibility to know certain things about the world?
Are all moral claims equally valid?
Do knowers have a moral duty to share what they know?
Do moral ‘facts’ exist?
How do we evaluate and assess the validity of ethical principles?
Questions on the relationship between communication and knowing
- These KQs on knowledge & the knower relate to Big Question 3, our third BQ unit for TOK
- They also link to methods, tools, and practices of the core theme, part of the IB’s knowledge framework
- Good KQs ask how we know about the world (second-order knowledge), rather than what we know about the world (first-order knowledge)
- Being able to tell the difference between first and second-order knowledge can be difficult, but it is the most important attribute of successful TOK thinking
How can language be used to manipulate the way we understand ideas and concepts?
What other ways of communicating knowledge are there apart from language?
Does the limit of our language equate to the limit of what we can know?
To what extent do labels and names create ‘motivated seeing’ in knowers?
If knowledge cannot be expressed simply, is it still valid knowledge?
How does our agenda affect our ability to communicate knowledge effectively?
Questions on knowing, perspectives, and context
- These KQs on knowledge & the knower relate to Big Question 4, our fourth BQ unit for TOK
- They also link to perspectives & context related to the core theme, part of the IB’s knowledge framework
- Good KQs ask how we know about the world (second-order knowledge), rather than what we know about the world (first-order knowledge)
- Being able to tell the difference between first and second-order knowledge can be difficult, but it is the most important attribute of successful TOK thinking
Can we overcome our biases?
What role does our identity play in how effectively we think about the world
How do our expectations and assumptions impact how we perceive things?
What are the most important influences on our perspective as knowers?
How are my perspectives shaped by my language, my religion, my language, my politics, and the technology I use?
Are our beliefs always the beliefs of the community we belong to?
Can our biases ever be helpful in generating a valid view of the world?
Questions on how we create new ideas
- These KQs on knowledge & the knower relate to Big Question 5, our fifth BQ units for TOK
- They also link to methods, tools, and practices of the core theme, part of the IB’s knowledge framework
- Good KQs ask how we know about the world (second-order knowledge), rather than what we know about the world (first-order knowledge)
- Being able to tell the difference between first and second-order knowledge can be difficult, but it is the most important attribute of successful TOK thinking
What role does personal experience play in the production of new knowledge?
Is new knowledge just about rethinking existing knowledge?
Where do new ideas come from?
How can we measure whether present knowledge is an improvement on past knowledge?
Can any knowledge be truly original?
To what extent do we depend on imagination to help us produce new knowledge?
What role does asking questions play in the creation of new knowledge?
Questions on becoming a discerning knower
- These KQs on knowledge & the knower relate to Big Question 6, our final BQ unit for TOK
- They also link to methods, tools, and practices of the core theme, part of the IB’s knowledge framework
- Good KQs ask how we know about the world (second-order knowledge), rather than what we know about the world (first-order knowledge)
- Being able to tell the difference between first and second-order knowledge can be difficult, but it is the most important attribute of successful TOK thinking
What personal traits do we need to become successful knowers?
What is the most convincing method of producing and evaluating knowledge?
Is knowledge produced by groups always superior to knowledge produced by individuals?
How aware do we need to be of spin and bias when it comes to knowing about the world?
Is objectiveness possible when it comes to producing knowledge?
Does being certain about the world undermine our curiosity?
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