THE 12 TOK CONCEPTS

A Possible Course Structure

“The following 12 concepts have particular prominence within, and thread throughout, the TOK course” (Guide, p.6)

Instead of approaching the study of each Optional Theme and Area of Knowledge separately, in order to recognize the “particular prominence”
of the 12 central ToK concepts, we might wish to organize units of work based on each of the concepts. In that way we can ‘compare and
contrast’ the understanding of those concepts within and between the various options and areas of knowledge.

Evidence Certainty Truth Interpretation Power Justification Explanation Objectivity Perspective Culture Values Responsibility
Is artificial To what extent Does To what How has How does Have How do the Do social How might What impact Should we
Technology
Knowledge and

intelligence is the internet technology extent are technology had computation technological tools that we networks technology has the fact hold people
restricted to changing what it just allow us to technologies, an impact on help people to developments use shape the reinforce exacerbate that English responsible for
processing means to know arrange existing such as the how we browse, process data and had the greatest knowledge that our existing or mitigate is the primary the applications
information something? knowledge microscope search and information to impact on what we produce? perspective unequal access, language of the of technologies
or can it also in different and telescope, filter data and gain knowledge? we know, how rather than and divides in internet had they develop/
allow machines ways, or is this merely information? we know, or boosting our our access, to on knowledge create?
to acquire arrangement extensions to Can algorithms how we store engagement knowledge? sharing?
knowledge? itself knowledge the human be biased? knowledge? with diverse
in some sense? senses, or do perspectives?
they introduce
radically new
ways of seeing
Stimulus/example Stimulus/example
the world?
Is it the case Can all How can Do ethical In what ways If language What role does To what In what ways do If a language How do our Do professional
Language
Knowledge and

that if we knowledge we know if statements can language works according language play extent do the values affect our dies, does values and interpreters
cannot express be expressed language is simply convey be used to to sets of in allowing classification representations knowledge die assumptions and translators
something, we in words or intended to our feelings/ influence, rules and knowledge systems we use of the world, with it? influence the have any
don’t know it? symbols? deceive or emotions rather persuade or conventions, to be shared in the pursuit for example, in language in special ethical
manipulate us? than making manipulate how much scope with future of knowledge language, maps which we obligations?
claims? people’s do we have generations? affect the or visual images? express our
emotions? as individuals conclusions that ideas?
to break we reach?
the rules or Stimulus/example
challenge these
Stimulus/example
conventions?
 In what ways is What kinds Why do facts Given access In what ways To what extent To what extent When exposed To what extent What role Can knowledge Do political
Politics
Knowledge and

factual evidence of knowledge sometimes not to the same may statistical can polls are our political to numerous do museums do political be divorced leaders and
sometimes inform our change our facts, how is it evidence be provide reliable views shaped by competing package past authorities and from the values officials have
used, abused, political minds? possible that used and knowledge society, family ideologies and knowledge to institutions play embedded in different ethical
dismissed and opinions? there can be misused to and accurate backgrounds, explanations, serve the needs in knowledge- the process of obligations and
ignored in disagreement justify political predictions? education or what makes an of contemporary creation and creating it? responsibilities
politics? between experts actions? social class? individual settle political systems distribution? compared to
on a political on a particular and authorities? members of the
issue? framework? Is general public?
there ever a
neutral position
from which to
write about
politics or
from which to
judge political
Stimulus/example
opinions?
What role do Is certainty any If knowledge Is the point What role do Does religion Are those Are religious How has our Can there What difficulties If religion is
Religion
Knowledge and

authority and more or less is a map, what of knowledge religious leaders provide a way outside a beliefs rational? understanding be religious are presented intimately
testimony play attainable in is the territory to produce and authority to systematize specific religious and perception knowledge that by using human connected with
in the pursuit of religion than it that religion meaning and figures play concepts tradition of religious is independent language to ethics, should
knowledge? is in the arts or represents? purpose in our in influencing of right and really able to knowledge of the culture discuss religious we expect those
human sciences? lives? ethical debates? wrong? understand its changed over that produces it? claims? with religious
key ideas? time? knowledge
to act more
ethically than
those without
it?
Does what How reliable are Does a neutral To what extent Does the term As an “outsider”, Does the To what extent Can the Does our culture Is there a Is there any
Indigenous Societies
Knowledge and

is seen to oral traditions position exist does the fact “indigenous” can we know emphasis on ho- are we aware practices of determine what difference knowledge that
constitute “good in preserving from which to that most early knowledge” and speak about listic knowledge of the impact of one individual we know? between a person or a
evidence” vary knowledge make judgments literature on necessarily the knowledge found in some our culture(s) on or culture be moral values society has a
from culture to in indigenous about indigenous suggest power held by a indigenous what we believe judged with and cultural responsibility to
culture? societies? competing societies was divisions different cultural societies avoid or know? any validity by customs? acquire, or not
claims from written from a between a group? a limited under- applying the to acquire?
different groups non-indigenous dominant and standing of reali- moral values
with different perspective non-dominant ty resulting from of another
traditions? affect its group? the compart- generation or
credibility? mentalization of another culture?
Stimulus/example
knowledge?
What methods On what criteria Is truth the goal Can the How can we Is all knowledge Is knowledge Are historians’ How might Is it inevitable Is it unfair to Do historians
History

do historians can a historian of all historical historian be free gauge the in some sense about the past accounts the existence that historians judge people have a moral
use to gain evaluate the inquiry? of bias in the extent to historical different from necessarily of different will be affected and actions in responsibility
knowledge? reliability of selection and which history knowledge? / other kinds of subjective? historical by their own the past by the to try to ensure
their sources? interpretation of is being told Are all areas knowledge? perspectives cultural context? standards of that history is
material? from a cultural of knowledge be beneficial today? not misused
or national concerned with to historical and distorted by
perspective? knowledge of knowledge? people for their
the past to some own ends?
Stimulus/example
extent?
 How does the What forms Is it possible If two What is it What are Do the human How might Is it possible What Is the role of the Do researchers
The Human Sciences
use of numbers, of protection to discover competing about a theory the moral sciences and the beliefs and to eliminate assumptions human scientist have different
statistics, graphs against research laws of human paradigms that gives it implications literature interests of the effect of underlie the only to describe ethical
and other error and bias behaviour give different the power to of possessing provide human scientists the observer methods used what the case is responsibilities
quantitative are available in the same explanations of destabilize knowledge different types influence their in the pursuit in the human or also to make when they are
instruments to human way that the a phenomenon, our view of about human of knowledge conclusions? of knowledge sciences? judgements working with
affect the way scientists? natural sciences how can we ourselves and of behaviour? about human How can we in the human about what human subjects
knowledge discover laws of decide which the world? existence and know when sciences? should be the compared to
in the human nature? explanation to behaviour? we have made case? when they are
sciences is accept? progress in working with
valued? the search for animals?
knowledge
Ethical considerations for internal
in the human assessments in psychology (video)

sciences? Stimulus/example

Stimulus/example

Should the What How can it be Is prediction the Do scientists or Should scientific What kinds of How is it that What role do How does the Do we tend How might
The Natural Sciences

natural sciences knowledge, if that scientific primary purpose the societies in research explanations scientific paradigm shifts social context to exaggerate developments
be regarded any, is likely to knowledge of scientific which scientists be subject do natural knowledge is play in the of scientific the objectivity in scientific
as a body of always remain changes over knowledge? operate exert to ethical scientists offer? often shared progression work affect of scientific knowledge
knowledge, beyond the time? a greater constraints or by large, of scientific the methods facts and the trigger political
a system of capabilities influence on is the pursuit geographically knowledge? and findings of subjectivity of controversies or
knowledge or a of science to what is ethically of all scientific spread and science? moral values? controversies in
method? investigate or acceptable in knowledge culturally other areas of
verify? this area of intrinsically diverse groups? knowledge?
Fieldwork for ESS–What is the
value of fieldwork? (video) knowledge? worthwhile?
Stimulus/example

How does Is artistic What are the Can art change On what criteria To what extent Are the arts best Who determines Should your Does Do the arts play What moral
The Arts

knowing more knowledge justifications for, the way we could it be are the methods seen as a system what art is judgments convention a role in the responsibilities
about the something and implications interpret the decided if the of justification of knowledge, valued, and on about art be play a different development do we have
social, cultural that cannot be of, claiming world? state has the different in the a type of what criteria? given the same role in the arts of our personal regarding art
or historical expressed in any that there right to censor arts compared knowledge weight as those compared to value systems? that has been
context of a other way? are absolute art that is to other areas of or a means of an expert? other areas of created or
work of art have standards for deemed immoral knowledge? of expressing knowledge? published by
an impact on “good art”? or blasphemous? knowledge? other people?
our knowledge
of the work
Stimulus/example
itself?
Is mathematics Is absolute Is there a What is the Why do How do Is mathematical What does it Is mathematical Is mathematical If mathematical What steps can
Mathematics

better defined certainty distinction role of the you think mathematicians reasoning mean to say that reasoning knowledge knowledge is we take to help
by its subject attainable in between truth mathematical mathematics reconcile the different from mathematics different from embedded highly valued, ourselves avoid
matter or its mathematics? and certainty in community in enjoys a fact that some scientific is an axiomatic scientific in particular does this place being misled by
method? / What is mathematics? determining privileged conclusions reasoning or system? / How reasoning or cultures or special ethical statistics used
meant by the the validity of status in many seem to conflict reasoning in is an axiomatic reasoning in traditions? responsibilities in unclear or
term “proof” in a mathematical education with our other areas of system of other areas of on disingenuous
mathematics, proof? systems? intuitions? knowledge? knowledge knowledge? mathematicians ways in the
and how is this different from, when they are media?
similar to, or or similar to, making claims?
different from other systems of
what is meant knowledge?
by this term in
other areas of
Stimulus/example
knowledge?