35 TOK Exhibition Prompts

Theory of knowledge exhibition is a part of the TOK assessment that allows you to show the applicability of the concepts learned in the course to the analysis of real-world problems, represented by 3 chosen objects. Although this task might seem a little bit abstract, the prompts (questions prepared by IB) are designed to help you view and break down the issues in your environment in the “TOK way”.

Don’t know where to start your journey with the TOK exhibition? We’ve prepared a breakdown of all the prompts to help you start your writing process. We also linked (in blue) the exemplars available on Clastify of the exhibitions that tackle each of the prompts. Let the work begin!

1. What counts as knowledge? This question challenges you to determine if some concepts (like opinions or feelings) can be understood as a form of “knowledge”, a fundamental term in the TOK course. What will determine the suitability of this term in your situation? Will some pieces of information become knowledge in special circumstances, or only to certain people?

    

2. Are some types of knowledge more useful than others? Here you can discuss both the criteria for being “useful” (for whom and for what?), as well as the applicability of the term to different forms of knowledge (for example, within sciences and arts). You can also think about why we need to label knowledge as “useful”.

    

3. What features of knowledge have an impact on its reliability? Similarly to the previous question, first analyze what “reliability” means. Then you can analyze the features that ensure it - is it more about the source of knowledge, the form of its presentation, or something else entirely?

    

4. On what grounds might we doubt a claim? Think about what prompts you to doubt the information you obtain. Do you compare it with your own knowledge? What makes you suspect that a claim is not based on facts?

    

5. What counts as good evidence for a claim? How do we back up our statements? Do people tend to appeal to some visual evidence (like photos or documents), testimonies of witnesses, or the way a claim is structured? Analyze it.

    

6. How does the way that we organize or classify knowledge affect what we know? Most of the knowledge we obtain from the outside world is classified in one way or another. Think about various forms of organization, particularly the effect of labels on our understanding of some concepts or objects (like recognition of different social groups or classification of species)

    

7. What are the implications of having, or not having, knowledge? Obtaining knowledge can have both positive and negative consequences, depending on both the type of situation and the pursued knowledge. One person can be both shunned or praised for possessing certain information, like the ability to influence other people. Can you think of any other examples?

    

8. To what extent is certainty attainable? What does it mean to be certain? When you have the answer to this question, explore both what increases your certainty about some claim and what can limit it. Do doubts always exclude certainty?

    

9. Are some types of knowledge less open to interpretation than others? Oftentimes we believe some concepts (like scientific claims) to be more rigid and universal in their meaning than others (like works of art or feelings). Think about what makes us believe this way, and whether this distinction is valid at all.

    

10. What challenges are raised by the dissemination and/or communication of knowledge? The spread of knowledge is certainly useful, but does it impact its features? Analyze whether communication of knowledge can influence its reliability, certainty, or other traits.

11. Can new knowledge change established values or beliefs? Sometimes we might believe that newly discovered concepts should replace the previously accepted views. However, does it always need to be so, and what criteria does the knowledge need to satisfy to challenge the already established beliefs? Do the values of communities change with the expansion of the fields of knowledge?

     

12. Is bias inevitable in the production of knowledge? Similarly, as above, start with the analysis of the word “bias”, and then discuss its sources. Are some ways of obtaining knowledge less (or more) prone to bias?

     

13. How can we know that current knowledge is an improvement upon past knowledge? What does it mean that our knowledge “improves”? Think about what helps scientists, discoverers, and others to determine if new findings should be accepted and the previous ones disproven.

     

14. Does some knowledge belong only to particular communities of knowers? Can every person truly obtain all forms of knowledge, especially the ones that are most subjective, like opinions, feelings, or religious beliefs? Does understanding a feeling or empathizing with others truly allow us to gain the knowledge or perception of that certain community?

     

15. What constraints are there on the pursuit of knowledge? The capability to obtain knowledge is certainly limited. There are numerous factors to be considered - psychological, ethical, or physical. How does being a human impact our ability to pursue certain forms of knowledge?

     

16. Should some knowledge not be sought on ethical grounds? Ethics are one of the most challenging parts of the knowledge framework in the TOK course. Think about what would prevent you from gaining certain information - maybe respect for others' privacy or dignity? What are the consequences of seeking knowledge without regard for someone else’s well-being?

     

17. Why do we seek knowledge? Why do people aim to gain knowledge? Analyze whether it is due to our "human nature", or maybe because of the usefulness of certain information. Can we seek knowledge just for fun?

     

18. Are some things unknowable? We would like to think that everything is within the scope of our perception, yet some concepts (like love, truth or the afterlife) seem to be quite elusive. Are these temporary obstacles or unresolvable challenges?

     

19. What counts as a good justification for a claim? List different tools for justifying a claim and try to rank them, for example, according to their usefulness or reliability. Will you apply different criteria to claims that arise in various areas of knowledge?

     

20. What is the relationship between personal experience and knowledge? Personal experience might be a source of knowledge, but it can also impact our view of and acceptance of the facts that we obtain. Have you ever questioned the reliability of some claims based on your personal history with a certain situation (like a description of a past event or a political statement)?

     

21. What is the relationship between knowledge and culture? Shared knowledge forms a significant part of the culture, but does the culture of a certain community influence the way they accept or interpret knowledge? Think about what shared beliefs or values in society impact the way you view the world.

     

22. What role do experts play in influencing our consumption or acquisition of knowledge? Can you think about a situation in which experts’ opinions impacted what knowledge you accepted, for example when confronted with conflicting information? Analyze what sources of information you consume and who are the “experts” you and the people around you trust the most. Why is that?

     

23. How important are material tools in the production or acquisition of knowledge? Knowledge is produced not only through words and texts, but also through objects that you can touch, move and shape, and which are also limited by their physical properties (like the uncertainty of measuring equipment). First identify the tools used in different areas of knowledge (what do scientists, historians, or mathematicians utilize in their daily work?) and then discuss their impact on the acquisition of knowledge.

     

24. How might the context in which knowledge is presented influence whether it is accepted or rejected? Firstly, should our acceptance of certain types of knowledge depend on its presentation? Think about what contexts increase the chance of acceptance - the types of texts, speeches by experts, advertisements?

     

25. How can we distinguish between knowledge, belief and opinion? These three terms are often used interchangeably, but the label we choose to use can often impact the reliability of our claims. Think about in which contexts can an opinion become knowledge. What do you think about “personal knowledge”?

     

26. Does our knowledge depend on our interactions with other knowers? Producing knowledge is often a collaborative process, whether in creating group projects or working in a lab. But it also impacts the way we understand and rely on knowledge - how do interactions with teachers, peers, or strangers change our perception of certain information?

     

27. Does all knowledge impose ethical obligations on those who know it? It’s best to start with determining the types of knowledge that might raise ethical issues, and then work out the areas that produce the least of such problems. Think about the reasons for knowers not being able or, alternatively, being obliged to share certain information.

     

28. To what extent is objectivity possible in the production or acquisition of knowledge? Once again, figure out the definition of “objectivity”. Then, discuss in which areas of knowledge reaching objectivity poses the greatest challenge and in which it is almost automatically assumed.

     

29. Who owns knowledge? Does knowledge belong to all of us, or is it a property of certain people? It definitely depends on its type! Write about what forms of knowledge might be owned by specific people (it’s also an excellent occasion to discuss the issues with copyright).

     

30. What role does imagination play in producing knowledge about the world? Some areas of knowledge (like arts) are more commonly associated with the use of imagination. But what is its role in other areas, especially the ones requiring abstract thinking (for example science or mathematics)?

     

31. How can we judge when evidence is adequate? Try to come up with some criteria for evaluating evidence. Do you consider the scope of evidence, its source, and the form in which it’s presented?

     

32. What makes a good explanation? Explanations are only as good as their availability to break down and give meaning to the described concepts. How do you make an explanation coherent, easy to understand, and accurate?

     

33. How is current knowledge shaped by its historical development? Sometimes historical pathways of developing knowledge influence further direction in its evolution, for example, future areas of research or new art styles. Try to look for examples within all areas of knowledge.

     

34. In what ways do our values affect our acquisition of knowledge? What kinds of values determine the forms of knowledge we choose to pursue? Maybe some values (like ethical ones) prevent us from exploring certain concepts? Think about values that knowers might have - is it integrity, respect, curiosity?

     

35. In what ways do values affect the production of knowledge? This is a very similar question to the one above. Here, focus more on the areas in which knowledge is created - what values do scientists or artists have? Does their work reflect these values?