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November 2024 TOK Essay Prescribed Titles with Examples and Detailed Explanation

Updated: May 10

The Theory of Knowledge Essay Prescribed Titles for the November 2024 session is now available! Check them out below:

  1. Does our responsibility to acquire knowledge vary according to the area of knowledge? Discuss with reference to history and one other area of knowledge.

  2. In the production of knowledge, is ingenuity always needed but never enough? Discuss with reference to mathematics and one other area of knowledge.

  3. How might it benefit an area of knowledge to sever ties with its past? Discuss with reference to two areas of knowledge.

  4. To what extent do you agree that there is no significant difference between hypothesis and speculation? Discuss with reference to the human sciences and one other area of knowledge.

  5. In the production of knowledge, are we too quick to dismiss anomalies? Discuss with reference to two areas of knowledge.

  6. In the pursuit of knowledge, what is gained by the artist adopting the lens of the scientist and the scientist adopting the lens of the artist? Discuss with reference to the arts and the natural sciences.

I will be doing an in-depth explanation and provide detailed examples for each of the prescribed titles in a few days' time, so bookmark this page and stay tuned as explanations are released!

In the mean time, check out our plethora of TOK resources that can help you start planning and writing for your TOK Essay.



Title 1 - Does our responsibility to acquire knowledge vary according to the area of knowledge? Discuss with reference to history and one other area of knowledge.

This is an interesting title that explores acquisition of knowledge. From the perspective of a student, you should have much experience in your acqusition of knowledge. It can be helpful to ask what is our role as a student? to what extent should we learn a particular area of knowledge and not another? what motivates us to acquire knowledge? It is important to recognize that our responsibility to acquire knowledge does vary according to the area of knowledge. In mathematics for example, we may be interested in learning rigorous ways to solve quantitative problems, while in the arts, we are less interested about such rigour, and more interested about the creative process to create meaning in various art mediums. Take the contrived example of a doctor versus an artist. The responsibility for a doctor to acquire accurate knowledge about human physiology is crucial, because it is a literal matter of life or death, while the same cannot be expected of an artist. The responsility of an artist is to create meaning through forms, and mediums. In that sense, the responsibility of one person can be vastly different to another, but also, each person will have a different set of responsibilities in different areas of knowledge.


How do we think about this in a more "TOK-like" way? It helps to consider the nature of each Area of Knowledge. As a student of history, it would be irresponsible to only study one point of view of the past, rather than considering many different perspectives to draw a well-balanced conclusion about the historical events. Why? Because history is subjective and influenced by bias, our responsibility to acquire knowledge in this area is particularly important in order to understand the complexities of the past. In contrast, in mathematics, where knowledge is more objective and universal, the responsibility lies more in grasping concepts and applying logical reasoning rather than critically analysing multiple perspectives. Thus, it can be argued that the purpose of each AOK drives the responsibility of those who acquire its knowledge.


When writing this prompt, make sure that you remain focused on the acqusition process for knowledge. How does the AOK ensure you fulfill your responsibilities, what is the importance of these responsibilities, what are they and how are they determined? It is important to clearly distinguish and identify the responsibilities in each AOK, to ensure a clear focus on the title. While it may be tempting to stray into the production of knowledge in these AOKs, for the sake of clarity and focus, you should not do so. Consider picking AOKs which are quite contrasting in the way you acquire knowledge, a combination of History with Science or Mathematics presents a good argument about responsibilities between a more quantitative versus qualitative field, while consisdering Arts with History could bring out the influence of having a rigorous and defined methology (in history) in applying strict responsbilities towards the acqusition of knowledge. This prompt is also ideal to consider your position as a knower, and apply personal examples. Not only is it strategically important (given that it is harder to nullify your own experience than a researched one), but also because this prompt is closely aligned with what you are experiencing in your current academic journey - learning.

Title 2 - In the production of knowledge, is ingenuity always needed but never enough? Discuss with reference to mathematics and one other area of knowledge.

Ingenuity can be defined as a creative process, a way to produce knowledge that requires creativity, innovation or novel methods. Thinking about the ways that producers of knowledge need to be ingenious in the way they produce knowledge would be helpful to understanding and choosing examples for this prompt. I suggest defining your own definition for ingenuity so that you have a solid foundation from which to build up your argument about the necessity of ingenuity in your chosen AOKs.


So how is ingenuity needed in each AOK? For the AOK of mathematics, an obvious example could be how proofs for mathematics are found, and how solutions to infamous mathematical problems are suddenly solved. There are many theorems which were solved this way, and I'm sure budding mathematicians will find talking about examples for this particular prompt very insightful and interesting. If you are less mathematically inclined, don't be scared off by the complexity of mathematics as an AOK. You can check out 3blue1brown which is a Youtube channel that discusses a lot about interesting mathematical problems. Here, I will provide one example of ingenuity in solutions to Mathematical problems.



We have many problems that are still unsolved in mathematics. Most famously, the Riemann hypothesis. You don't need to understand what it really is about, but just knowing that there are still unsolved problems out there is good for broadening your understanding of the AOK. Furthermore, often times, the problems are usually intuitive to understand, but with non-trivial solutions. You can have a look at the many wonderfully intuitive explanations of why mathematical problems and their solutions work from the aforementioned 3blue1brown Youtube channel. They have many wonderfully satisfying graphical explanations. Just as a motivating example, we may want to know why the harmonic sequence (1/n) leads to values which go smaller and smaller, but the series (the sum of their values) are not convergent. I encourage you to look at both a formal proof of this, and also a "intuitive" proof.

This is the distinction in mathematics that is quite unique. There is a 'common sense' way to explain why something works versus a 'rigourous' way to proof that something does work. For example, by intuition, we know that adding an odd number to an even number gives you an odd number. However, how do we proof this rigorously? You may learn ways such as direct proof, or proof by induction, contradiction, etc. These are all various methods and systems to prove statements and produce knowledge. However, it is when a mathematical problem cannot be proved in such ways that we may require ingenuity. Hence, it would be good for anyone considering this topic to have a solid interest/foundation in mathematics, and think about the ways YOU typically find answers to problems, versus the ways that solutions are found for more complicated mathematical results.


In other areas of knowledge, we can see how ingenuity is often related to significant results. For example, it is pretty well known that the discovery of penicillin was a total accident - there was some creative process involved to eventually turn it into the revolutionary drug we have today. So how does each AOK's methodology allow for the use of ingenuity as methods and tools to produce knowledge?


Consider:

  • How is ingenuity needed to produce knowledge in mathematics, science, history and arts?

  • Is it enough to just rely on ingenuity for each AOK?


Title 3 - How might it benefit an area of knowledge to sever ties with its past? Discuss with reference to two areas of knowledge.

The relationship between an area of knowledge and its historical roots is a complex and nuanced topic. While there can be benefits to severing ties with the past, the extent to which this is desirable or feasible varies across different areas of knowledge.


One potential advantage of an area of knowledge severing ties with its past is the opportunity for methodological and systematic change. This can be particularly beneficial when the foundational assumptions, approaches, or paradigms of a field have become outdated, limiting, or hindering progress.

In the field of medicine, for example, the transition from traditional practices rooted in ancient humoral theory to the modern, evidence-based approach of modern biomedicine has been transformative. By severing ties with the past and embracing a more rigorous, scientific methodology, the medical field has been able to make significant advancements in understanding the human body, developing effective treatments, and improving patient outcomes.


Similarly, the emergence of psychology as an independent discipline, distinct from its philosophical origins, has allowed for the development of specialized research methods, experimental designs, and empirical investigations that have expanded our understanding of the human mind and behavior. This methodological shift has been crucial in establishing psychology as a robust and respected area of knowledge.


However, it is important to note that the complete severing of ties with the past is not always desirable or even possible. In some cases, the historical foundations of an area of knowledge can provide valuable context, insights, and a foundation for continued growth and development.


In the field of mathematics, for example, the discipline's deep roots in philosophy and the study of logic have shaped its fundamental principles and methods. While modern mathematics has evolved significantly, the connections to its philosophical origins remain an integral part of the field's identity and continue to inform its ongoing development.


Furthermore, Kuhn's model of scientific progress suggests that paradigm shifts, which may involve the rejection of past assumptions, often build upon the existing knowledge base. The process of scientific revolution is not one of complete abandonment, but rather a transformation and integration of new perspectives with the accumulated wisdom of the past.


In areas such as economics, astronomy, and computer science, the relationship between the present and the past is more complex. While these fields have undergone significant transformations, the legacy of their historical origins, such as astrology in the case of astronomy or the connections between computer science and mathematics, continue to shape their current practices and trajectories.


As is often the case with TOK titles, the decision to sever ties with the past in an area of knowledge is not a straightforward one. It depends on the specific circumstances, the nature of the field, and the potential benefits and drawbacks of such a separatin. The most productive approach often involves a careful balance, where the insights and methodologies of the past are selectively integrated and built upon, allowing for the continuous evolution and advancement of knowledge. This is an implication that you should investigate with your TOK essay.


Title 4 - To what extent do you agree that there is no significant difference between hypothesis and speculation? Discuss with reference to the human sciences and one other area of knowledge.

The distinction between hypothesis and speculation is a longstanding debate in the pursuit of knowledge, with implications that extend across various areas of inquiry. While both concepts involve making informed conjectures about the nature of the world, the degree to which they can be rigorously tested and validated sets them apart.

 

In the natural sciences, the formulation of hypotheses is a fundamental step in the scientific method. A hypothesis is an educated guess, grounded in existing knowledge and empirical observations, which can be subjected to systematic testing and experimentation. This process allows researchers to gather evidence, refine their theories, and potentially arrive at robust conclusions. The strength of a hypothesis lies in its ability to make testable predictions and withstand rigorous scrutiny. Hume's model of science, which emphasizes the importance of empirical verification and the rejection of unfalsifiable claims, underscores the need for hypotheses to be grounded in observable phenomena.


In contrast, speculation is often characterized as a more open-ended and less constrained form of conjecture. Speculations may be based on intuition, imagination, or limited information, and may not necessarily lend themselves to direct empirical testing. While speculation can serve as a valuable starting point for further exploration and the generation of new ideas, it lacks the methodological rigor and evidentiary support that distinguishes a well-formulated hypothesis.


The human sciences, such as psychology, sociology, and anthropology, present a unique challenge in this regard. The complexity of human behavior and social phenomena can make it difficult to establish clear causal relationships and develop testable hypotheses. Researchers in these fields often grapple with the inherent limitations of their methodologies, which may rely more heavily on observational data, qualitative analysis, and interpretive frameworks. In such cases, the line between hypothesis and speculation can become blurred, as researchers navigate the challenges of studying the human condition.


However, it would be an oversimplification to claim that there is no significant difference between hypothesis and speculation. While both may involve a degree of conjecture, the rigorous application of scientific principles, the use of empirical evidence, and the commitment to falsifiability are what distinguish a well-crafted hypothesis from mere speculation. The pursuit of knowledge, whether in the natural sciences or the human sciences, requires a delicate balance between intuition, creativity, and the systematic testing of ideas.


The distinction between hypothesis and speculation is not a binary one, but rather a spectrum that reflects the varying degrees of evidentiary support and methodological rigor. By the end of your essay, you should be able to recognise the nuances of this distinction, and consider its implications on various areas of knowledge.


Title 5 - In the production of knowledge, are we too quick to dismiss anomalies? Discuss with reference to two areas of knowledge.

In the pursuit of knowledge, the tendency to dismiss anomalies can often hinder our understanding of the world around us. While the desire for coherence and consistency in our theories and models is understandable, a closer examination of these outliers can lead to groundbreaking discoveries and paradigm shifts.


In the natural sciences, the handling of anomalies is often guided by the principles of the scientific method. Researchers are trained to carefully scrutinize data, identify outliers, and investigate their underlying causes. These anomalies can serve as the impetus for further research, leading to the refinement or even the complete overhaul of existing theories. For example, the discovery of the anomalous precession of Mercury's orbit by Urbain Le Verrier ultimately paved the way for Einstein's theory of general relativity, which provided a more comprehensive understanding of gravity.


In the realm of history and the arts, anomalies can take on a different form. Historical narratives are often shaped by the dominant perspectives and biases of the time, and the dismissal of alternative accounts or marginalized voices can lead to an incomplete understanding of the past. Similarly, in the arts, the rejection of unconventional or avant-garde works can stifle the exploration of new artistic frontiers. The emergence of the Impressionist movement, which challenged the traditional norms of painting, is a prime example of how anomalies can transform the landscape of artistic knowledge.


However, it is crucial to recognize that not all anomalies are worthy of equal consideration. This is where the methdologies of each AOK comes in. What frameworks and processes does each AOK possess so as to carefully evaluate and scruitinise what distinguishes a genuine outlier that could warrant further investigation versus one which is mere statistical noise or a false pattern? You may consider rigorous methodologies, such as importance of peer review to corroborate claims to be one such way to help ensure that the dismissal of anomalies is not driven by confirmation bias or a reluctance to challenge established beliefs.


In this title, it would be good to examine the nuances of how the methodologies in each AOK facilitate the falsification of certain anomalies, while preserving ones that are valuable for the discovery and production of knowledge. Particularly, it is important to have a good definition of anomalies and clearly establish the distinction between what anomalies are too be rejected and what are not to be rejected. Finally, keep focused on the question. It is not about whether we should or shouldn't reject anomalies, but are we too quick to do so. Hence, your discussion should focus on the speed/decisiveness at which these decisions happen, and much of this will relate to the methods in which the AOK uses to decide whether something is knowledge or a falsified claim.


Title 6 - In the pursuit of knowledge, what is gained by the artist adopting the lens of the scientist and the scientist adopting the lens of the artist? Discuss with reference to the arts and the natural sciences.

This title focuses on the interesting synergies between science and art. While we typically associate science with having a rigid framework, and rigorous methods, there may be opportunities for creativity that would otherwise appear in art. Similarly, the arts may be defined by a lassiez-faire attitude towards the production of knowledge, but sometimes a more structured and "scientific" way to produce art may be effective as well. To familiarise yourself with how art and science could overlap and work together, consider the below two resources:

The title allows you to explore what influences the production of knoweldge in each AOK.

Although a common stereotype of art is that an artist is just suddenly touched by an idea and goes into a flurry of artistic production, somehow stumbling into a world-class masterpiece, this is often not the case. Instead, artists often experiment much like the sciences, testing different variables like different techniques, different materials, different mediums, coming up with hypothesis, generating conclusions from each experiment which informs the creative process. Of course, there won't be much quantitative data like you would have in science, but these conclusions still allows us to build up knowledge and falsify ones as well. It can be helpful to consider how properties of the natural science could be complimentary to properties of the arts as well. Perhaps a more systematic approach to the creation of art is not necessarily incompatible nor infringe upon the art's mission to allow artists their freedom to create knowledge, but aid in this production process. At the same time, science could contribute to the arts not only in a methodological sense, but also in terms of providing novel techniques to create art. Often, cutting edge technologies are applied to the production of modern art, so that messages could be delivered in more impactful ways, creating knowledge that reaches an entirely new audience novelly. Suitable examples could include works which were produced systematically through trial and error (like a scientific experiment), or artworks produced with the aid of scientific foundations, equipment or knowledge.


Similarly, a common stereotype of science is that it is a field filled with many rules and regulations, and there is no room for you to be innovative. However, many groundbreaking scientific discoveries are first found by some sort of creative process. A popular model (and one discussed in TOK) for the production of knowledge in science is inductivism. That is, we notice something happening in the natural world, then attempt to induce a hypothesis and subsequently generalise some phenomenon into laws of nature. This may seem very "scientific" but creativity is invovled in many stages. First, how do you choose to discover something? There must be some creative persuit. Second, how do you choose to generalise something? There must be some creative basis there as well. We must realise that creativity is a huge part of the scientific pursuit in producing knowledge, thus it appears arts' methods play a big role in science as well. Again, consider how they are not contradictory but complimentary with each other.

Another area to look into could be the dissemination of knowledge. Scientific communication could be aided by the use of art and artistic forms. While art may also benefit from some more rigorous standards of communications as well. Suitable examples in this area can inlcude interesting artistic representations of natural phenomena, some "accidental" discoveries in science, or paradigm shifts in science caused by someone going against the grain towards conventional scientific thinking.


The structure for this title will be slightly different. The typical claim-counterclaim structure does not work as well here, as the essay should explore the different aspects in which these 'gains' could be made. So, I recommend following the order of the questions:

  1. One aspect which the artist could gain from adopting some scientific lens

  2. An alternative aspect that artist could gain from adopting some scientific lens

  3. One aspect in which scientists could gain from adopting an artistic lens

4. An alternative aspect that artists could gain from adopting some artistic lens


You may pursue these gains thematically as well, one focusing on how adopting the methods of the other AOK could aid the production of knowledge, while the other may focus on tools and ethics or another part of the knowledge framework. At the same time, both could focus on methods, but different aspects of it. There are many possibilities with the structure.


Conclusion

Hopefully, this helps you in crafting your TOK Essay. If you require more assistance, MyIBTutor offers TOK Essay reviews and tutors here to help you discuss and refine your writing and ideas. Feel free to reach out!


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