The heart of G11 TOK and

your assessment
Key TOK skill(s):

Articulating Knowledge Questions (KQ’s) from a Real Life Situation

(RLS)

Explaining how answering the KQ will help you better navigate or deal
with the RLS

Explaining how the answer to your KQ can be applied to other RLS

Pro TIP:
There is no ‘formula’ for getting to a KQ

But if you have a second order claim, it is easier

Excited to Practice?
First order claim (real life level):
An article claimed that a proof exists that shows Pi can be calculated to
infinity, even though we cannot do it in practice.

Second order claim (TOK level):

● We can know some things in math with certainty even if we cannot
demonstrate it in ‘real life’.
● Certainty can be attained in math

Knowledge Questions (TOK questions):

● Does math need to be demonstrated in real life to know it is true?
● What makes a good proof in math?
● At what point can we say ‘we know’ in math?
● Others?
Partner discussion:
How is answering the KQ relevant to the RLS?

Real Life Situation:

An article claimed that a proof exists that shows Pi can be calculated to
infinity, even though we cannot do it in practice.

Knowledge Questions:
● Does math need to be demonstrated in real life to know it is true?
● What makes a good proof in math?
● At what point can we say ‘we know’ in math?
● Others?
Partner discussion:
Can answering these KQ be relevant to other RLS?
Which ones?

Real Life Situation:

An article claimed that a proof exists that shows Pi can be calculated to
infinity, even though we cannot do it in practice.

Knowledge Questions:
● Does math need to be demonstrated in real life to know it is true?
● What makes a good proof in math?
● At what point can we say ‘we know’ in math?
● Others?
Pro TIP:
KQs need to be clearly relevant to the RLS
First order claim (real life level):
My IB History teacher said ‘The Allied Forces fought bravely’.

Second order claim (TOK level):

● Some claims in history are value judgements rather than simply
‘facts’.
● Language use in history can embellish.
● Historical accounts seem to come from a perspective

Knowledge Questions:
● Can (should) Historians ever be neutral?
● Is there such a thing as an objective historical account?
● How does language influence our knowledge of the past?
● Others?
 Partner discussion:
How is answering the KQ relevant to the RLS?

Real Life Situation:

My IB History teacher said ‘The Allied Forces fought bravely’.

Knowledge Questions:
● Some claims in history are value judgements rather than simply ‘facts’.
● Language use in history can embellish.
● Historical accounts seem to come from a perspective
● Others?
Partner discussion:
Can answering these KQ be relevant to any other RLS?
Which ones?

Real Life Situation:

My IB History teacher said ‘The Allied Forces fought bravely’.

Knowledge Question:
● Can Historians ever be neutral?
● Is there such a thing as an objective historical account?
● How does language influence our knowledge of the past?
● Others?
Pro TIP:
Your presentation task requires you to
demonstrate how TOK thinking can be
applied to real life.
First order claim (real life level):
I read in my physics textbook that the Big Bang is one of several competing
theories and that other theories are less favoured because of the complex
assumptions they make.

Second order claim (TOK level):

● Scientists will tend to favour explanations with the least number of assumptions.
● Scientists sometimes favor the simplest explanations
● Given the same facts, scientists will sometimes disagree.

Knowledge Questions:
● How do we decide between competing explanations?
● What should the role of assumptions be in scientific knowledge?
● How do we know the simplest explanations are best?
● Given the same facts, why might experts disagree?
● Others?
Partner discussion:
How is answering the KQ relevant to the RLS?
Real Life Situation:
I read in my physics textbook that the Big Bang is one of several competing
theories and that other theories are less favoured because of the complex
assumptions they make.

Knowledge Questions:
● How do we decide between competing explanations?
● What should the role of assumptions be in scientific knowledge?
● How do we know the simplest explanations are best?
● Given the same facts, why might experts disagree?
● Others?
Partner discussion:
Can answering these KQ be relevant to any other RLS?
Which ones?

Real Life Situation:

I read in my physics textbook that the Big Bang is one of several competing
theories and that other theories are less favoured because of the complex
assumptions they make.

Knowledge Questions:
● How do we decide between competing explanations?
● How do we know the simplest explanations are best?
● Given the same fact, why might experts disagree?
● Others?
Pro TIP:
You need to show how the answer to your KQ
can be applied to other different RLSs.
First order claim (subject level claim):
Bhutan produced a composite index to measure happiness in a similar way
that other countries focus on GDP.

Second order claim (TOK level claim):

● Human Scientists quantify (measure/rank) qualitative (subjective/personal)
phenomenon like happiness.
● Human Scientists sometimes adopt ‘scientific’ methods to measure
concepts like happiness that don’t seem to be very ‘scientific’

Knowledge Questions:
● How accurately can we measure in Human Science?
● Do Human Sciences benefit from being more ‘scientific’?
● Others?
Partner discussion:
How is answering the KQ relevant to the RLS?

Real Life Situation:

Bhutan produced a composite index to measure happiness in a similar way
that other countries focus on GDP.

Knowledge Questions:
● How accurately can we measure in Human Science?
● Do Human Sciences benefit from being more ‘scientific’?
● Others?
Partner discussion:
Can answering these KQ be relevant to any other RLS?
Which ones?

Real Life Situation:

Bhutan produced a composite index to measure happiness in a similar way
that other countries focus on GDP.

Knowledge Questions:
● How accurately can we measure in Human Science?
● Do Human Sciences benefit from being more ‘scientific’?
● Others?
Pro TIP:
A good RLS will make a claim that makes you
skeptical or simply makes your TOK radar go off.
You Try
First order claim (real life level):
I read an article that claimed the Mona Lisa is considered a
masterpiece despite some people not really liking it.

Second order claim (TOK level):

Some people are more qualified than others to judge art.
Expert opinions in art sometimes do not sway non-experts.

KQ
???
Pro TIP:
KQs are not ethical questions.
KQs are not ethical questions.
KQs are not ethical questions.
You Try
First order claim (real life level):
There are several competing explanations for the cause of
WW2.

Second order claim (TOK level):

??

KQ:
???
You Try
First order claim (real life level):
In grade 9 science we learned about the Plum Pudding model
of the atom only to find in G11 that the most current model
looks quite different.

Second order claim (TOK level):

??

KQ:
???
You Try

First order claim?

Second order claim?

KQ?
Read the following Article
On the GOOGLE DOC
(teachers should make a new copy of the doc)
 Reflection:
Find a Real Life Situation (RLS) or choose one that we did in class
Articulate the ‘real life level’ claim(s) being made
Explain what makes your TOK radar go off
Articulate a KQ that is relevant to the RLS
Explain why answering the KQ is relevant to other RLSs

Reminder:
Your final TOK assessment is about
asking and answering KQs.