IB Theory of Knowledge: Core and Optional Themes Explained

The Theory of Knowledge (TOK) course is a fundamental part of the International Baccalaureate Diploma Programme. The course is intended to encourage students to think critically about the nature of knowledge, and to consider the ways in which different areas of knowledge are interrelated. Students should demonstrate their ability to question the assumptions and biases that underlie different forms of knowledge, and to recognize the value of different perspectives.

The course is structured around one core theme, knowledge and the knower, and five optional themes, from which students are required to study two:

• Knowledge and technology
• Knowledge and language
• Knowledge and politics
• Knowledge and religion
• Knowledge and indigenous societies

These themes are designed to be explored through knowledge questions, which are questions about how knowledge is produced, acquired, shared and used.

Experienced IB tutors recommended students to base their TOK Exhibitions around one of the knowledge questions. Your class teaching of TOK will likely be based around these themes, and they will also be helpful for formulating ideas for your TOK Essay.

The IB explains knowledge questions and each of its themes in its TOK Guide, for first assessments from 2022. This is a lengthy document, so we’ve summarised the most important points about knowledge questions for you here. You’ll also find helpful tips for you to excel at the Exhibition, the Essay, and understanding TOK more broadly. Remember to also read our article on how to navigate knowledge questions to fully grasp how to score highly in TOK!

Core Theme: Knowledge and the Knower

This theme allows students to consider what shapes their own perspective as a knower - such as where their values come from - and how this influences how they make sense of the world around them. Students will also analyse communities of knowers, and how the interpretation and production of knowledge differs between communities and individuals.

This theme is one that the student may choose to base their TOK Exhibition on. One way the theme could be fruitfully developed with an object that raises questions about how a knower evaluates how certain a claim is and which claims are contestable. For example, the object could be a tweet which is fake news, a news article which fact checks a politician’s speech, or a piece of historical propaganda.

Students could also use this theme to evaluate how their own paradigm shapes their knowledge and thinking. An object which highlights their personal assumptions, or how they assessed their own biases in an IB class, for example, would be effective.

Source: IB TOK Guide

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Knowledge and Technology

Students consider how technology influences knowledge and knowers: how it shapes knowledge creation, sharing, and even the nature of knowledge itself. This allows for evaluation of topical and modern issues, such as artificial intelligence, data collection and storage, and social networks.

Technology can also refer to historical developments, such as map making, travel, and communication.

For example, the May 2023 TOK essay question is: “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.” This could be effectively evaluated with reference to how technology allows discussion to happen in echo chambers, where people’s existing perspectives are confirmed and may limit the challenging of ideas. Further analysis may probe how far this is truly a departure from how discussions happened before. For instance, academic discussions at universities are likely to happen between people who have the same viewpoints, and it could be argued that people have always gravitated to talk to people they already agree with.

The above example would allow discussion of knowledge questions about perspectives, and also methods and tools.

Knowledge and Language

Students consider how language influences how knowledge is interpreted and shared. This relates to quite complex, academic debates about how language may not just describe how experiences of the world, but actually structure these experiences, limiting and shaping what we know.

There are many ways that discussion of knowledge and language could be probed. Objects in the TOK Exhibition relating to students’ own experiences of learning new languages may be a fruitful way to spark discussion about translation. This can also be analysed through the lens of power, thinking about how control of language can facilitate societal control too - language may subconsciously reinforce prejudices or biases.

Knowledge and Politics

Students think about how knowledge is constructed, used and disseminated are infused with issues relating to power and politics. This allows for consideration of how politics influences our daily lives and students can make connections to contemporary political events and debates.

The example provided earlier of evaluating fake news or politicians’ statements provides a good opportunity for students to link back to the core theme here. Propaganda, in particular, would provide for good discussion of examples where facts and knowledge have been systematically distorted for political gain, or where political actors have denied or subverted knowledge. It could also lead to a discussion of the differences between political rhetoric and propaganda, as well as interesting reflections on the role of think tanks, pressure groups, political activists, funded research and fact checkers.

Have a look at our comprehensive set of IB Study Notes and IB Practice Questions, developed by expert IB teachers and examiners!

Knowledge and Religion

Religion is fundamental to how many people understand the world. It influences how people produce and interpret knowledge, and often produces knowledge claims itself. This can raise interesting issues to discuss about how the often complex systems of belief influences people’s relationship with knowledge.

The existence of many different religions, and the many different interpretations even within the same religion, means that students should consider a diversity of perspectives when analysing religion. There are fruitful debates about how certain religious knowledge claims can be and many different opinions on the validity of the evidence that religious knowledge claims are based on. This provides a good opportunity to also compare religious knowledge to other areas of knowledge and other core themes.

Knowledge and Indigenous Societies

This theme allows students to consider how knowledge can be principally bound to a particular group, culture or society. It focuses on knowledge that is deeply embedded in the culture and traditions of particular communities of knowers, and how what might be seen as “traditional” indigenous knowledge and societies operate today.

This theme is inspired by the more recent increased awareness of the injustices that indigenous people have faced. Students should critically reflect also on the definition of ‘indigenous societies’.

If you're encountering difficulties with the IB Theory of Knowledge (TOK) course, considering an IB TOK tutor could be a pivotal step towards enhancing your understanding and performance. The TOK course, with its complex exploration of knowledge questions, areas of knowledge (AOKs), and ways of knowing (WOKs), can present significant challenges. A specialized tutor can offer personalized guidance, helping you navigate the intricacies of TOK essays, presentations, and the critical thinking skills required for success. Tutors can provide tailored support to strengthen your analytical abilities, assist in developing coherent arguments, and ensure you effectively address the TOK assessment criteria. Opting for a TOK tutor could be the key to unlocking your full potential in this demanding but rewarding component of the IB Diploma Programme.