TOK Essay Titles – May 2025

If you're about to start your TOK essay and feeling unsure of where to begin, you’ve come to the right place. In this post, we will provide you with the May 2025 session's prompts and insightful tips to help you approach your prompt.

TOK Essay Titles – May 2025 

1. Do historians and human scientists have an ethical obligation to follow the directive: “do not ignore contradictory evidence”? Discuss with reference to history and the human sciences.
    
2. Is our most revered knowledge more fragile than we assume it to be? Discuss with reference to the arts and one other area of knowledge.
    
3. How can we reconcile the relentless drive to pursue knowledge with the finite resources we have available? Discuss with reference to the natural sciences and one other area of knowledge.
    
4. Do the ever-improving tools of an area of knowledge always result in improved knowledge? Discuss with reference to two areas of knowledge.
    
5. To what extent do you agree with the claim “all models are wrong, but some are useful” (attributed to George Box)? Discuss with reference to mathematics and one other area of knowledge.
    
6.  Does acquiring knowledge destroy our sense of wonder? Discuss with reference to two areas of knowledge.

TOK Essay Titles May 2025 tips

1. Do historians and human scientists have an ethical obligation to follow the directive: “do not ignore contradictory evidence”? Discuss with reference to history and the human sciences.

    

   • Explore how acknowledging conflicting evidence is fundamental to building a comprehensive understanding of historical events or human behavior. Consider how, from an ethical standpoint, ignoring such evidence can result in incomplete or biased conclusions, which can mislead society and even damage trust in scholarship.

    

   • Discuss how, at times, prioritizing certain evidence over conflicting data may be necessary to build a clear understanding of historical events or human behavior. Consider how, from a practical perspective, focusing too much on contradictory evidence could create confusion or weaken stronger, more reliable conclusions.

    

   • Acknowledge that contradictory evidence may be difficult to reconcile and that, in some cases, historical or scientific consensus may be hard to achieve. However, reflect on how ethical scholarship requires confronting these challenges openly rather than avoiding them.

    

   • Highlight that engaging with conflicting evidence can lead to richer, more nuanced discussions in both history and the human sciences.

      

      

2. Is our most revered knowledge more fragile than we assume it to be? Discuss with reference to the arts and one other area of knowledge.

    

   • Explore how knowledge in the arts, though often viewed as timeless and influential, can be more fragile due to changing interpretations and cultural shifts. Since the arts rely on personal expression and subjective experiences, what is considered valuable or enduring can change over time.

      

   • Explore how, in another area of knowledge, such as the natural sciences, even widely accepted theories can be fragile. New discoveries or technological advancements can challenge established ideas, showing that no knowledge is immune to revision or rejection.

      

   • Discuss how this fragility does not diminish the value of knowledge, but instead highlights the need for continuous inquiry and openness to new ideas.

    

    

3. How can we reconcile the relentless drive to pursue knowledge with the finite resources we have available? Discuss with reference to the natural sciences and one other area of knowledge.

    

   • Explore how the pursuit of knowledge in the natural sciences often drives significant advancements, yet may strain finite resources such as funding, time, and personnel. Consider how, from a practical standpoint, the available resources can impact the scope and pace of research.

      

   • Discuss how, in the arts, the constant push to create and innovate can also face limits due to a lack of materials, space, and money. Consider how prioritizing certain projects or managing resources effectively is necessary to sustain artistic endeavors while maximizing their impact.

      

   • Highlight that balancing the desire for knowledge with limited resources can lead to more thoughtful and innovative approaches in both the natural sciences and the arts, resulting in more effective and resource-efficient progress.

      

      

4. Do the ever-improving tools of an area of knowledge always result in improved knowledge? Discuss with reference to two areas of knowledge.

    

   • Explore how, in one area of knowledge, such as natural sciences, advancing tools often lead to better and more detailed knowledge. Consider how new tools can improve our understanding and capabilities, but also recognize that they might come with limitations or unintended side effects.

      

   • Discuss how, in another area of knowledge, such as the arts, advancements in tools and techniques can enhance creative expression and artistic understanding. However, consider that these improvements don’t always lead to better outcomes and might introduce new challenges or shift artistic values.

      

   • Acknowledge that while better tools can improve knowledge, they don’t always produce perfect outcomes. Reflect on how the effectiveness of these tools depends on their application and integration into existing knowledge.

      

   • Explore how ever-improving tools can broaden our understanding of knowledge and learning by providing more detailed analyses, revealing new aspects of complex subjects, and helping us refine our theories and methods.

      

      

5. To what extent do you agree with the claim “all models are wrong, but some are useful” (attributed to George Box)? Discuss with reference to mathematics and one other area of knowledge.

    

   • Explore how models in mathematics are often simplified representations of reality that may not capture every detail but are still valuable for solving complex problems and making predictions.

      

   • Discuss how, in both mathematics and another AoK, the utility of models lies in their ability to offer practical insights and guide decision-making, even if they are not entirely accurate representations of reality.

      

   • Highlight that recognizing the limitations of models also helps us understand the boundaries of their application. In some cases, a model's simplicity may make it ineffective for certain purposes.

      

      

6. Does acquiring knowledge destroy our sense of wonder? Discuss with reference to two areas of knowledge.

    

   • Explore how acquiring knowledge in one area, such as the natural sciences, can sometimes diminish the sense of wonder as explanations for natural phenomena replace mystery. For instance, understanding the science behind rainbows or the process of evolution can demystify these once awe-inspiring occurrences.

      

   • Argue that in another area of knowledge, such as the arts, acquiring knowledge often enriches our sense of wonder rather than diminishing it. Learning about different artistic techniques, styles, and cultural contexts can deepen our appreciation for creative works, allowing us to see layers of meaning and skill that we might have missed without that knowledge.

      

   • Acknowledge that while the initial excitement of mystery may fade with deeper understanding, this doesn't mean we lose our sense of wonder. Learning about complex scientific processes or artistic techniques can reveal new reasons to be amazed, as we appreciate the hidden details and skills behind them.

      

   • Highlight that the relationship between knowledge and wonder is not straightforward. While knowledge may dispel certain myths or mysteries, it often leads to new questions and a deeper sense of awe at the complexity of both the natural world and human creativity.