The Theory of Knowledge Exhibition

Theory of Knowledge

TOK encourages students to explore academic subjects meta-cognitively; that is, to examine how knowledge is produced in different academic disciplines.

In addition to an externally assessed essay on one of six titles, students produce an exhibition at the end of Year 12. They choose from one of 35 prompts, ranging from: ‘Why do we seek knowledge?’ and ‘Are some things unknowable?’ to ‘Does all knowledge impose ethical obligations on those who know it?’ Students select three objects, which may include blogs or other digital media that illustrate their chosen prompt. In effect, students ‘curate’ their objects. They also write a commentary to explain how the objects relate to the prompt and connect with TOK themes, such as ‘Knowledge and Technology.’

Objects this year include: a student’s lifeguard instruction manual, an ancient Egyptian sarcophagus, a Siemens MRIscanner and a student’s saxophone. The exhibitions can be viewed here

Due to its metacognitive nature, TOK is unlike any other subject taught at school and encourages students to reflect on their own and others’ perspectives as knowers. This is expressed very eloquently by a Year 13 student, who was asked to reflect on what she has gained from TOK:

“TOK has taught me to question the nature of the knowledge I seek, in my IB subjects and personal life. Every time my friends and I have a discussion about philosophy or other topics, questions we have looked at in TOK inevitably come up: ‘What is truth?’, ‘Where did this evidence come from?’, ‘How do our cultures affect our views and values?’ Asking these questions has helped me understand the origins of my knowledgeespecially during my TOK exhibition which had links to culture and knowledge, leading to greater understanding of my personal beliefs. TOK has taught me so much more than any traditional subject could - the IB is centred on international mindedness, but I think the far-reaching implications of questions discussed in TOK make it the key to achieving this attitude.”

While we are sad, as educators, to see TOK go, we are keen to keep its principles at the heart of our curriculum. To this end, a metacognitive element will form part of our core A Level tutorial programme to encourage students to become independent, critical thinkers and lifelong learners.