The Theory of Knowledge Essay

Your theory of knowledge essay for examination must be written on one of the six titles (questions) provided below.
You may choose any title, but must consult with your teacher according to the timeline provided below. Your essay
will be marked according to the assessment instrument published in the theory of knowledge guide also copied
below.

Prescribed Titles:

1. “Accepting knowledge claims always involves an element of trust.” Discuss this claim with reference
to two areas of knowledge.

2. Within areas of knowledge, how can we differentiate between change and progress? Answer with
reference to two areas of knowledge.

3. “Labels are a necessity in the organization of knowledge, but they also constrain our
understanding.” Discuss this statement with reference to two areas of knowledge.

4. “Statistics conceal as much as they reveal.” Discuss this claim with reference to two areas of
knowledge.

5. “Areas of knowledge are most useful in combination with each other.” Discuss this claim with
reference to two areas of knowledge.

6. “Avoiding bias seems a commendable goal, but this fails to recognize the positive role that bias can
play in the pursuit of knowledge.” Discuss this statement with reference to two areas of knowledge.

IBO Instructions to candidates:

The focus of your essay should be on knowledge questions. Where appropriate, refer to other parts of your IB
programme and to your experiences as a knower.

Always justify your statements and provide relevant examples to illustrate your arguments.

Pay attention to the implications of your arguments, and remember to consider what can be said against them. If
you use external sources, cite them according to a recognized convention.
Note that statements in quotations in these titles are not necessarily authentic: they present a real point of view but
may not be direct quotes. It is appropriate to analyse them but it is unnecessary, even unwise, to spend time on
researching a context for them.

Examiners mark essays against the title as set. Respond to the title exactly as given; do not alter it in any way.

Your essay must have a maximum of 1600 words.

Theory of Knowledge – Essay

Title Discussion
Title Choice and Exploration due Nov 6
1. Write out your prescribed topic here: (Highlight the key terms in the topic)

Within areas of knowledge, how can we differentiate between change and progress?
Answer with reference to two areas of knowledge.

(1st Interaction with Teacher 10 minutes)

2. Introduction –
a. Show an understanding of the Prescribed Title by a restatement of the
question.
The title implores us to consider the distinction between change and progress in many
fields of knowledge. While the words "change" and "progress" seem similar, they have
very different meanings in terms of knowledge. Within a domain of knowledge, we may
differentiate between change and advancement based on their definitions. This will need
an examination of the main words included in the required title. 'Change' refers to an
instantaneous alteration of techniques or processes within a field of knowledge, while
'Progress' refers to the continual march toward progress, to tiny incremental changes
that contribute to development in a particular field of knowledge.

Explain the key terms in your own words (No dictionary meanings)
AOK = An area of knowledge where a specific type of knowledge is derived.
Change = A difference in the context we are talking about.
Progress = A step towards a betterment of the context are talking about.

b. What are the new and specific knowledge questions implied in the title?
Come up with at least two by identifying implications and underlying
assumptions.
To what extent does progress leads to a change and are there specific cases of progress
with no change?
Does change has a negative connotation and progress has a positive connotation?

c. What is the thesis of this essay? (Plan of action and take a position on the
 prescribed title)
'Change' refers to an instantaneous alteration of techniques or processes within a field of
knowledge, while 'Progress' refers to the continual march toward progress, to tiny
incremental changes that contribute to development in a particular field of knowledge.
Change and progress are two fundamental concepts that lead to knowledge
development.

Which Areas of Knowledge can you use in the essay?

Human Sciences, Arts, Natural Science, History.

3. What Areas of Knowledge can I discuss? 

(1), Natural Sciences

(2) Human Sciences

4. List real- life specific examples you can use to help support your new knowledge
question.
 Change in the status of Kashmir for abrogation of 370 might or might not be as
progress
 Progress can be the development of string theory to give a new perspective in
physics.
 Changing your breakfast menu might not be progress but simply to break a
monotonous routine.

Use two sets of claims and counterclaims for each of the two AOKs you’ve listed above.
(Explore the perspective or assumptions of these claims)

AOK 1:

First Claim within this AOK:

Change may be defined as the extreme rejection of established beliefs in favour of new
ones that contradict the established ones.

Example supporting claim:

heliocentric system was accepted as the primary setting of the universe which was a huge
change in the way we thought about the universe.

Analysis relating to example:

The long-held belief in the Earth's centrality in the solar system was demolished, and
Galileo and Copernicus would eventually be justified. This was a sea change in how
scientists saw the fundamental reality of the cosmos.

Counterclaim: “on the other hand,…” or

Because advancement in knowledge is composed of particular changes in beliefs,
technology, and the creation of new modes of thinking, change is indistinguishable from
progress.
 Example supporting counterclaim:
the scientific discovery of the Higgs particle

Analysis relating claim and counterclaim to the prompt

Although the discovery of the particle did not fundamentally alter physics, it enabled
physicians to build on it and create the Standard Model of particles. This demonstrates
that discovery enables rather than alters development in natural sciences. Even the
discovery of the solar system might be said to have advanced science rather than altered
it.

Second Claim within this AOK: Progress might lead to a change in the way we think but
change is not guaranteed to be progress.

Example supporting claim: The theory of indivisibility of atoms by John Dalton

Analysis relating to example: It is important information to spread the severity of the

diseases to the citizen of the country.

Counterclaim: A revolutionary in change lead to a progress and at least dialogue around

the topic to bring out more knowledge and arguments.

Example supporting counterclaim: when the Higgs and big bang theory were theorized,
they were considered radical. Even if the change does not lead to be right and aid towards
progress it leads towards a healthier discussion which could eventually lead to progress.

Analysis relating claim and counterclaim to the prompt: The analysis relating to the
above claim and counterclaim is to differentiate the definitions of change and progress,
there can be certainly dissent into if one is subset of another but certainly change good
or bad leads to dialogue and talk which educates the masses.

AOK 2:

First Claim within this AOK: Advancement and change are distinct concepts, since progress
in human knowledge is desired, while change denotes a marked departure from past
methods, which is not always a positive thing.

Example supporting claim: the Super-predator theory proposed by sociologist John

Dilulio in 1995 about the increase of juvenile crime.

Analysis relating to example: Dilulio's super-predator hypothesis did not pan out, and
he admitted his error. The move had devastating repercussions for families and harshly
punished juvenile criminals.

Counterclaim: progress can also be harmful in the field of human sciences, and change
can also be a great thing

Example supporting counterclaim: While the practice was mildly successful in limiting
the symptoms of mental illness, it also affected the patient's intellect and personalities.
 Analysis relating claim and counterclaim to the prompt : The practise was discontinued
when individuals developed more effective ways to treat mental disorders. The discovery
of treatment and medicine aided in the abolition of a practise whose benefits often
exceeded the dangers. Additionally, the behaviour was more prevalent among women
than males. This type of therapy has made no advancements in the field of treatment; in
fact, the technique has been deemed harsh.

Second Claim within this AOK: The utilitarianism perspective determines if change and
progress are differentiated. If the idea proves to be true it is progress as well as change
and if not it is an undesired change.

Example : The theory of innate knowledge by Plato

Analysis relating to example: : When Plato introduced the theory of innate knowledge
it was considered revolutionary and progress to the field of psychology but at the same
time when it was disproved it was not aided as progress and just an undesired turn of
the subject.

Counterclaim: Even though change in the above case is undesired it still helps in the
pursuit of truth by negating the theories which are not right.

Example supporting counterclaim: In the similar case of the above innate theory, The
theory of blank state in psychology was discovered because the initial theory failed to
prove itself.

Analysis relating claim and counterclaim to the prompt: The theory of blank slate said
that a child when born is a blank slate said that a child’s behaviour is completely
influenced by the experiences it has. The undesired change lead to an actual productive
change and progress to the subject of psychology.

TOK Essay Planning Document Due (Internal Summative) Date -

5. Conclusion – Determine the main implications of the arguments.

Show why the original stand in the introduction is valid.

Ensure that you have answered the prescribed title.

Change may be a terrible thing. On the other hand, progress is the process through
which knowledge develops in response to technological development and progress. The
main means through which information progresses is via progress. In this context, it is
critical to identify what constitutes positive development and what constitutes negative
progress. The advancement of knowledge enables advancement in potentially hazardous
areas such as nuclear fusion and militarization. While they are great improvements
scientifically, they may cause difficulties in the future.
 2nd interaction with teacher (to present development of Ideas)

Begin work to turn your outline into your draft essay

Draft is due on
3rd Interaction with Teacher (to discuss Final Draft)
Screen reader support enabled.
Continue work on your essay during break.

Essay Due Jan 20. (3rd interaction with teacher)

Generate Turnitin Report and Submit Final Draft for Submission to the IB
 
 
 

Theory of Knowledge - Draft Planning and Progress Form:

Completion of this form The completion of this form by each candidate and their teacher for theory of knowledge is a
mandatory requirement. This will strengthen the process of writing the essay and support the authenticity of a candidate's
work. Each completed form must be submitted to the IB, but will not be marked.
Candidate This form must be completed during the planning and progress of your essay. It is a record of three interactions
with your teacher. This will allow you to create a plan for the structure of your essay.
Teacher You must have at least three interactions with each candidate; one early on in the process to discuss the prescribed
titles, an interim session to discuss progress and a final session at which the candidate should present a full draft. Other
interactions are permitted, but only these three should be recorded on this form.

Prescribed title: (Copy paste your title from above)

Planning and Candidate's comments

Date
progress You are advised to include your comments soon after each interaction
The first interaction should focus on discussing the prescribed titles and choosing the title for
your essay.

First interaction:
Feedback on the plan

In your second interaction you should discuss the development of your ideas in relation to
your chosen title, and you may present to your teacher an exploration of those ideas in some
written form.
Second interaction:
Feedback on the
Draft
 For your final interaction you are encouraged to present to your teacher a full draft of your
essay. The teacher is permitted to provide written comments on your draft, but will not mark
or edit your draft.
Third interaction:
Feedback on the
Turnitin Report

Teacher's comments:

Note: The TK/PPF is not seen by the examiner when they are marking student essays. It is submitted to the
IB and is referred to in cases where there are concerns about academic malpractice or concerns about the
preparation of students for the TOK assessment tasks. 
The TK/PPF has two key purposes:
1. To help ensure that students around the world are getting a similar level of help and support with
their TOK essays by specifying three required interactions between teachers and students.
  2. To help ensure that the essay is the student’s own work. 

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Theory of Knowledge Essay – Assessment Instrument

Understanding the TOK essay assessment instrument -
The assessment of the TOK essay is underpinned by the driving question: does the student provide a clear,
coherent and critical exploration of the essay title? 
The assessment instrument then provides five levels of performance. These levels are to be seen as holistic
descriptors rather than as a checklist of necessary characteristics and it is not necessary for every single
aspect of a level descriptor to be met for a mark in that level to be awarded.

 “A sustained focus on the title”

The TOK essay is an exploration of the chosen title, so ensuring that the essay is tightly focused on the title
is crucial. If this doesn’t happen, the essay will be seen to lack relevance and will only achieve low marks.
Does the student provide a clear, coherent and critical exploration of the essay title?
Excellent Good Satisfactory Basic Rudimentary 0
9-10 7-8 5-6 3-4 1-2
 The discussion The discussion The discussion The discussion is The discussion
The discussion
has a sustained is focused on is focused on connected to the is weakly does not reach
focus on the the title and is the title and is title and makes connected to
the standard
title and is linked developed with superficial or the title. described by
linked effectively to some links to limited links to
While there may the other levels
effectively to areas of areas of areas of be links to the or is not a
areas of knowledge. knowledge. knowledge. areas of response to one
knowledge. Arguments are Arguments are The discussion is knowledge, any of the
Arguments are clear, coherent offered and are largely relevant points prescribed titles
clear, coherent and supported supported by descriptive. are descriptive for the correct
and effectively by examples. examples. Limited or consist only examination
supported by There is There is some arguments are of unsupported session.
specific awareness and awareness of offered but they assertions.
examples. The some different points are unclear and
implications of evaluation of of view. are not
arguments are different points supported by
considered. of view. effective
There is clear examples.
awareness and
evaluation of
different points
of view.

Possible characteristics
Insightful Pertinent Acceptable Underdeveloped Ineffective
Convincing Relevant Mainstream Basic Descriptive
Accomplished Analytical Adequate Superficial Incoherent
Lucid Organized Competent Limited Formless

Theory of Knowledge Essay – Additional Guidance

Common weaknesses seen in TOK essays: 
• They fail to address the title, or that they begin well but then deviate from the title. Strong TOK essays
retain a clear focus on the title throughout.
 • They focus on one part of the title but completely ignore another part of the title. Strong TOK essays
ensure that they address all parts of the title, as well as considering any assumptions that are written into
the title.
 • They fail to consider central terms and concepts used in the title, or alternatively where they simply
provide lengthy descriptive dictionary definitions of these terms. “Linked effectively to areas of
knowledge” 

The TOK prescribed essay titles may refer to specific areas of knowledge or they may ask students to
discuss a claim in relation to two areas of knowledge but leave the choice of areas of knowledge to the
student. In both question formats, it is vital that students make clear and effective links to areas of
knowledge in their essays. The term “area of knowledge” refers explicitly to the five areas of knowledge
listed in the TOK guide: history, natural sciences, human sciences, mathematics and the arts. 

Sometimes students may wish to use an example or discipline that does not fit comfortably into an area of
knowledge. While examiners are encouraged to be open to a variety of approaches, if a student takes this
approach then it does require them to offer some additional justification or explanation for why they are
using this example for that area of knowledge. It is therefore recommended that teachers advise their
students against this approach, as it requires the student to make the case for why that example or
discipline belongs to that particular area of knowledge.

 “Arguments are effectively supported by specific examples” The TOK essay requires students to undertake
a critical exploration of the chosen title. It is therefore crucial that the discussion is analytical rather than
simply descriptive and that students provide clear and coherent arguments that are supported by specific
examples. 

The term “specific examples” means that the student, for example, makes reference to a particular artist
or artwork or scientist or scientific theory rather than making a generic reference to “artists” or
“scientists”. The examples in a TOK essay play an important role in supporting the argument. This means
that it is not only the examples themselves that are important, but crucially also how they are used within
the essay to support the arguments that the student is making.

 A common weakness seen in TOK essays is where students use too many examples and/or skip from one
example to another without unpacking their relevance and significance and without showing how these
examples support the argument being made. This tends to make the essay overly descriptive rather than
analytical. “Clear awareness and evaluation of different points of view” 

The TOK essay should be a critical exploration rather than simply a one-sided statement of the student’s
own viewpoint or opinion. Although students are required to engage with different points of view, TOK
students should be encouraged to come to their own conclusions. They should be encouraged to make a
critical appraisal of different points of view and to be clear what their own position is; for example, they
might agree with a claim with reservations. Within an essay, different points of view might take the form of
claims and counterclaims or arguments and counterarguments.

Introduction

The two fundamental concepts that fuel development in knowledge are change and progress. This article
investigates many disciplines, including AOK fields like Natural Sciences and Human Sciences, in order to
demonstrate that two different concepts that drive development in the field of knowledge are change and
progress. As a result, the exploration will take place according to the TOK. According to change and
progress definitions, we may identify two issues at work in a particular field of knowledge. In order to meet
the required topic, we'll have to look into the important words in the required title. ‘Change' is a rapid
alteration of the techniques or processes in a particular field, whereas ‘Progress' is a continual progress.
When looking at this instance, it is essential to identify what is good progress and what is poor progress. The
advancement of knowledge is both freeing and enabling in regard to hazardous areas such as nuclear fusion
and militarization. From a scientific perspective, these changes are positive, but for the people who will live
in the future, these alterations may have consequences. Natural sciences grow knowledge much like
advances in particle physics, the Standard Model. Trusted methods are abandoned in human sciences, and
thus raises the risk of generating incorrect forecasts, with the possibility of harmful outcomes. This,
however, may also happen in human sciences when new findings are produced by humans who are flawed.