The concept of 'knowing how', or procedural knowledge, is often perceived as merely the ability to perform tasks or execute skills. However, its complexity extends beyond this surface-level understanding. Procedural knowledge is not just about the mechanical execution of tasks but also involves understanding when and why to apply certain skills, adapting them to different contexts, and integrating them with other types of knowledge.

For example, a chef's expertise is not only in knowing how to cook but also in understanding which techniques to use for different ingredients, how to adjust recipes creatively, and how to present dishes aesthetically. This requires not just physical skill but also a deep understanding of culinary principles, ingredient properties, and even an element of artistic flair.

Furthermore, procedural knowledge often involves tacit knowledge – knowledge that is difficult to verbalise or write down but is crucial in expert performance. This includes intuition, judgment, and the subtle nuances of skill that are often gained through extensive experience. In ToK, recognising the complexity of 'knowing how' helps students appreciate the depth and richness of practical knowledge, beyond just the ability to perform tasks.

In the IB Theory of Knowledge course, the relationship between belief and knowledge is seen as intricate and multifaceted. Knowledge is often described as a subset of belief – it is a belief that is true and justified. For a belief to be considered knowledge, it must not only be true but also be supported by adequate evidence or reasoning. This distinction is crucial in ToK, as it separates mere opinions or personal convictions from substantiated, reliable knowledge.

Beliefs, on the other hand, do not necessarily require the backing of evidence to be held. They can be based on personal experiences, cultural contexts, or faith, and they may vary significantly from person to person. In ToK, beliefs are recognised as a fundamental part of the human experience and are important in shaping an individual’s worldview and understanding.

The course encourages students to critically examine their beliefs and the beliefs of others, questioning the evidence and reasoning behind them, and to distinguish between subjective beliefs and objective knowledge. This critical examination helps students develop a more nuanced understanding of knowledge, its limitations, and its influence on our perception of the world.

Differentiating between contestable and non-contestable knowledge primarily revolves around the level of consensus and the nature of evidence supporting the claim. Contestable knowledge is characterised by a lack of universal agreement and often has insufficient empirical support. Such knowledge is typically open to interpretation, debate, or further inquiry. For instance, ethical or aesthetic claims, such as "Euthanasia is morally acceptable" or "Impressionist art is superior to Realist art," are contestable due to their subjective nature and the absence of universally accepted standards or empirical evidence.

In contrast, non-contestable knowledge is widely accepted as true and is usually underpinned by strong empirical evidence or logical reasoning. It's often factual, objective, and not significantly influenced by personal beliefs or cultural contexts. An example of non-contestable knowledge is the fact that water boils at 100°C at sea level. This claim is supported by consistent scientific evidence and is not subject to personal or cultural interpretations. In education, especially in subjects like science and mathematics, non-contestable knowledge forms the basis of factual learning, whereas in humanities and arts, the distinction between contestable and non-contestable knowledge is often explored to understand different perspectives and interpretations.

Procedural and declarative knowledge, while distinct, are often interconnected. Procedural knowledge (knowing how) refers to skills or methods of doing things and is typically acquired through practice and experience. Declarative knowledge (knowing that), on the other hand, involves understanding facts, concepts, and information.

In many instances, procedural knowledge can exist without a deep understanding of the underlying declarative knowledge. For example, a person can learn how to drive a car proficiently without understanding the mechanics of how a car works. Similarly, many people can use smartphones effectively without knowing the technical details of their operation.

Conversely, it is possible to have declarative knowledge without the corresponding procedural knowledge. An individual might understand the rules and strategies of a game like chess (declarative knowledge) but might not have the skill or practice to play it effectively (lack of procedural knowledge). However, in many fields, especially in technical or specialised areas, a combination of both types of knowledge is essential for expertise. For example, a doctor needs to know the facts about human anatomy and diseases (declarative knowledge) and also how to perform medical procedures (procedural knowledge).

Empathy plays a significant role in understanding and acquiring knowledge, especially in the Theory of Knowledge (ToK) course. Empathy, the ability to understand and share the feelings of another, is crucial in comprehending perspectives and experiences that are different from our own. It allows students to step beyond their personal biases and consider knowledge from diverse viewpoints.

In ToK, empathy is particularly important when exploring areas of knowledge like ethics, history, and the arts. For instance, understanding historical events or literary works often requires an empathetic engagement with the context, emotions, and motivations of people from different times and cultures. This empathetic understanding enriches students’ comprehension of these subjects, providing a more holistic and nuanced perspective.

Moreover, empathy fosters open-mindedness and intellectual humility, essential traits in the pursuit of knowledge. It encourages students to acknowledge and appreciate the complexity of knowledge, understanding that one’s own perspective is just one among many. By cultivating empathy, students learn to approach knowledge with a sense of curiosity and respect for diversity, which is fundamental to the ToK course.