list of tok essay titles

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May 2024 TOK Essay Titles Guide. Short Descriptions & Writing Tips

Hello, IB scholars! As someone deeply immersed in the International Baccalaureate (IB) world for years, I’m thrilled to share my insights on the May 2024 TOK essay titles. Understanding these complex topics can be daunting, but fear not! I’m here to guide you through each one, offering my seasoned perspective on approaching them effectively.

What Are TOK Essay Prescribed Titles?

As an experienced IB writer and advisor, I’ve guided numerous students through the intricate world of the IB Theory of Knowledge essays. In my years of involvement, I’ve understood the essence of TOK essay titles and their significance in the IB curriculum.

TOK essay titles are a unique set of essay questions the IB organization releases annually. They are designed to challenge students to reflect critically on the nature of knowledge and how we come to know what we claim to know. So, each title poses a unique question that encourages deep thinking. As you contemplate your TOK essay, consider these key elements:

• Clarity of Understanding . Ensure you fully comprehend the nuances of the prescribed title.
• Select AOKs and WOKs . Choose relevant Areas of Knowledge and Ways of Knowing that align with the title.
• Real-Life Examples . Include practical situations to illustrate your arguments vividly.
• Critical Thinking . Analyze and evaluate your examples and arguments from multiple perspectives.
• Personal Insight . Reflect on your views and experiences concerning the title.

After choosing your focus, it’s time to structure your essay. A well-organized essay presents your ideas clearly and demonstrates your ability to think logically and coherently. Also, remember about word count . Start with an introduction outlining your understanding of the title and thesis. In the body, develop your arguments systematically, using your chosen AOKs and WOKs. Each paragraph should present a unique point supported by real-life examples and critical analysis.

Concluding your essay is just as important. An excellent conclusion summarizes your key points and reflects your argument’s broader implications. It’s a chance to leave a lasting impression on your reader, showing how your research contributes to a deeper understanding of knowledge.

May 2024 TOK Essay Titles: Detailed Breakdown

The May 2024 TOK essay titles cover intriguing and challenging topics that encourage critical thinking and deep analysis of knowledge:

• Is subjectivity overly celebrated in the arts but unfairly condemned in history? Discuss with reference to the Arts and History.
• How can we reconcile the opposing demands for specialization and generalization in the production of knowledge? Discuss with reference to Mathematics and one other Area of Knowledge.
• Nothing is more exciting than fresh ideas, so why are areas of knowledge often so slow to adopt them? Discuss with reference to the Human Sciences and one other Area of Knowledge.
• Do we underestimate the challenges of taking knowledge out of its original context and transferring it to a different context? Discuss with reference to two Areas of Knowledge.
• Do we need custodians of knowledge? Discuss with reference to two Areas of Knowledge.
• Are we too quick to assume that the most recent evidence is inevitably the strongest? Discuss with reference to the Natural Sciences and one other Area of Knowledge.

For a successful TOK essay, it’s essential to blend personal insights with academic viewpoints, create a clear and cohesive argument, and effectively address counterarguments. Remember, it is about presenting facts, researching, and reflecting on the nature of knowledge and key TOK concepts . Take this opportunity to engage critically and creatively with the topics. Now, I will guide you through each title and offer my perspective on addressing them.

1. Subjectivity in Arts and History

The debate over subjectivity’s role in arts versus history is fascinating. Often, we see a celebration of personal interpretation in the arts, whereas history demands objectivity. But should this be the case? Consider Arts and History as your Areas of Knowledge (AOKs) as you write this essay. For Ways of Knowing (WOKs), Emotion and Reason can provide deep insights. Real-life situations (RLSs) might include the analysis of a historical event or an art movement. My advice? Highlight the contrast in how subjectivity is perceived in these fields. Additionally, reflect on whether this difference is justified due to cultural bias.

2. Specialization vs. Generalization in Knowledge

Balancing the tension between specialization and generalization in knowledge production is a challenge. Mathematics is a perfect example of specialization, while Ethics can represent generalization. Logic and Intuition, as WOKs, play significant roles here. Consider using examples like mathematical theories for specialization and ethical dilemmas for generalization. To write a compelling essay, balance the two sides, providing arguments and examples from both Mathematics and another AOK of your choice.

3. Adoption of New Ideas in Knowledge Areas

Why are some knowledge areas slower to adopt new ideas? It is a question of cultural and academic inertia. Consider using Human Sciences and perhaps Natural Sciences AOK to research this. Imagination and Memory, as WOKs, are crucial in understanding this phenomenon. Use examples like breakthroughs in scientific research or new sociological theories as RLSs. Your essay should examine the resistance to new ideas and hypothesize why this occurs.

4. Knowledge Contextualization Challenges

One of the most underestimated aspects of knowledge is its context. Whether it’s Indigenous Knowledge Systems or Religious Knowledge Systems, the challenges of transferring knowledge to a different context are immense. Ways of Knowing, like Faith and Sense Perception, can be crucial in understanding these challenges. Use examples from different cultural contexts or religious texts to illustrate your points. Your essay should investigate these complexities and offer insights into how context shapes understanding.

5. The Role of Custodians in Knowledge

The question of whether we need custodians to safeguard knowledge is intriguing. Ethics and History can serve as your AOKs here, with Language and Emotion as WOKs. Consider using examples like ethical guidelines in research or preserving historical documents as RLSs. In your essay, debate the necessity of having custodians in knowledge, providing arguments for and against their role.

6. Evaluating Recent Evidence in Knowledge

Finally, the assumption that recent evidence is inherently more substantial is worth examining. Natural Sciences and Arts are suitable AOKs for this discussion. Use Reason and Perception as WOKs, and look at examples like the latest scientific findings or contemporary art trends as your RLSs. It’s essential to question the validity of new evidence compared to established knowledge. Your essay should balance this evaluation, presenting a nuanced view of how we perceive and value new information in different AOKs.

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Tok essay titles: common mistakes to avoid.

With the May 2024 TOK essay titles announced, I want to share some common pitfalls to avoid, ensuring you can write a well-thought-out and engaging paper. Be sure to pay attention to these mistakes.

1. Misunderstanding the Title

A standard error involves failing to understand the essay title fully. Each TOK prompt is intricately designed to provoke deep thinking. Make sure you grasp the nuances of the question and understand its connection to the Areas of Knowledge and Ways of Knowing.

2. Lack of Personal Engagement

While TOK essays require academic rigor, they also demand personal reflection. Students often miss the opportunity to express their perspectives and experiences. Relate the title to your insights, ensuring your essay reflects your unique understanding.

3. Over-Reliance on One Area of Knowledge

Frequently, essays become unbalanced by focusing too heavily on a single AOK. Discussing multiple AOKs where applicable is crucial, showing a broad understanding of how the title applies across different areas.

4. Ignoring Counterarguments

A good TOK essay presents a balanced view. You must acknowledge and investigate counterarguments to strengthen your essay. Demonstrate your ability to consider different perspectives and their implications.

5. Inadequate Structure and Flow

Essays often lose marks due to poor organization. A well-structured TOK essay with a clear introduction, body, and conclusion makes your argument more persuasive and accessible.

6. Insufficient Evidence and Examples

TOK essay without concrete examples lacks depth. Use relevant real-life situations and examples to support your points, making your arguments more compelling.

7. Neglecting the Criteria

The IB provides specific criteria for TOK essays. Familiarize yourself with these guidelines and ensure your TOK essay aligns with them. Pay attention to aspects like knowledge questions, analysis, and implications.

8. Plagiarism and Inaccurate Citations

Originality is key in TOK essays. Avoid plagiarism by properly citing sources and presenting your analysis. TOK is about your interpretation of knowledge, not just repeating others’ ideas.

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The Bottom Line

This guide aims to spark your interest and offer a direct path for tackling the TOK essay topics. A remarkable essay achieves its essence by balancing your perspectives with thoroughly researching the Areas of Knowledge and Ways of Knowing. I encourage you to incorporate real-world instances that substantiate your viewpoints.

Above all, take pleasure in the process of dissecting these intricate questions. The experience gained in engaging with TOK is as valuable as the result itself. Also, you can contact our  IB TOK Essay Help Service  specialists for guidance or assistance. We provide top-quality help in writing TOK essays so that you can focus on what’s essential — studying!

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IB TOK Essay Titles

The International Baccalaureate Organization releases six TOK essay titles, twice a year for submission either in May or November. So you need to know which cohort you're submitting with. The essay titles for submission in May are released in the previous September. The essay titles for submission in November are released the previous March.

• November 2023 topics
• May 2023 topics
• November 2022 topics
• May 2022 topics
• November 2021 topics
• May 2021 topics
• November 2020 topics
• May 2020 topics
• November 2019 topics
• May 2019 topics
• November 2018 topics
• May 2018 topics
• November 2017 topics

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Unpacking the 2024 November TOK Titles: A Comprehensive IB Solved Guide

The November 2024 IB Theory of Knowledge (TOK) Essay Titles are out!

Let's be honest – tackling the TOK essay can be a daunting task. With so many ideas, concepts and topics at our disposal and a myriad of ideas swirling around, it's easy to feel overwhelmed at the outset.

That's where we come in.

In this article, we'll delve into each title and offer some strategic advice on how to approach them.

General Tips to Unpacking a Title

When we first encounter a prompt, we want to think in terms of perspectives and counter-perspectives (formerly known as claims and counterclaims). This framework allows for a structured essay, exploring the title through the lens of two chosen Areas of Knowledge (AOKs) and weaving in different arguments. While the ultimate conclusion you draw may often reside somewhere between these extremes or on a conditional basis (e.g. perspective 1 is correct in certain circumstances, while perspective 2 is a better approach in other), starting with opposing arguments can facilitate the development of a more nuanced exploration and argument.

So let's get to it – here is everything you need to know about the November 2024 TOK Essay titles:

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.

Recommended AOKs: History (Mandatory) and Natural Sciences/The Arts/Human Sciences

This title prompts an assessment of whether we have different levels of responsibility to acquire knowledge across different AOKs. While you are open to argue against the title directly, suggesting that the responsibility is the same across AOKs, this would be unwise. It would be better to reflect on each AOK and perhaps present one perspective in support of the responsibility and one perspective against it, drawing a conclusion on which argument is stronger in each AOK.

Also consider the difference between the acquisition and production of knowledge – perhaps we have a broader responsibility to produce new knowledge in some areas of knowledge but not necessarily to acquire it as individual knowers.

Some perspectives you may consider:

Perspective: We have a responsibility to acquire knowledge to ensure that we construct an accurate record of the past. It is our responsibility to know our History and learn from the past.

Counter-Perspective: Historical knowledge is limited by subjectivity and collective memory, hence it is not essential to acquire knowledge of our past to build a successful future.

Perspective: We have a responsibility to acquire artistic knowledge to understand cultures and societies.

Counter-Perspective: The acquisition of knowledge in the Arts is for aesthetic purposes and enjoyment, not the fulfilment of a responsibility.

Natural Sciences/Human Sciences

Perspective: We have a responsibility to acquire new scientific knowledge for the continual development of mankind.

Counter-Perspective: Understanding how the world/humans work is not necessary knowledge for knowers to acquire.

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.

Recommended AOKs: Mathematics (Mandatory) and Natural Sciences/The Arts/Human Sciences

This is a super interesting title – ensure you define 'ingenuity' from the outset. The essay almost structures itself – your first paragraph in each AOK can consider how/whether ingenuity is 'always needed', exploring how this plays out in each AOK, while the second paragraph can explore whether or not it is 'never enough'.

Some ideas you may consider:

Paradigm Shifts – To revolutionise an AOK, often ingenuity is needed to enact a paradigm shift (a new way of thinking which changes the entire knowledge structure of an AOK) and to ensure progress.

Creativity – Creative thinking is important not only for AOKs such as the Arts, but even in Mathematics and the Sciences. Discovering innovative ways of devising experiments or utilising clever analogies to explain incredibly complex concepts is integral to these AOKs.

Structure – Ingenuity is only valuable within a framework for knowledge production, whether this be an artistic process or the scientific method.

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

Recommended AOKs: History, Natural Sciences, The Arts and Human Sciences

The 'How' of this title restricts the scope to discussing different 'benefits' rather than a standard 'perspective-counter' analysis. It will also be important to define exactly what 'severing ties' involves – does this mean completely ignoring all past knowledge or simply becoming less attached to existing ways of thinking?

Some ideas for this title:

Fresh Ideas and Paradigm Shifts – By severing ties, you open up the possibility of acquiring knowledge which can overhaul an entire AOK, drastically accelerating progress.

Bias – By severing past ties, knowers can free themselves of the biases of their predecessors.

Innovation – Since existing frameworks of thinking often lead to similar conclusions, you can expand the possibilities of new knowledge by severing past ties.

However, you may interestingly conclude that these benefits are only reaped when ties to the past are severed to an extent, as it may be detrimental to an AOK to entirely negate past knowledge.

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.

Recommended AOKs: Human Sciences and History/Natural Sciences

This prompt is very focused on your definitions. I would suggest defining these terms distinctly and precisely from the outset. The primary question which this title is asking is whether hypotheses are mere "speculation" or "guesses", or if there is a significant difference.

Also, if selecting the Human and Natural Sciences, please ensure that your perspectives aren't repetitious and highlight the differences between these AOKs.

Development – Speculation and hypothesis differ in the fact that the development of a hypothesis generally requires significant prior research and an understanding of existing knowledge

Experimentation – Hypotheses are developed purposefully and then empirical experimentation are conducted to provide evidence either in support or against them

Emotion – Speculation tends to come from 'feelings' or 'impressions', whereas the development of a hypothesis is far more methodical

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

Recommended AOKs: Human Sciences/History/Natural Sciences

This title allows you to reflect on whether or not we dismiss 'anomalies' (a key term to be defined) too quickly when producing knowledge.

Paradigm Shift – Anomalies are often the prompt for a paradigm shift in the sciences, causing us to challenge existing beliefs and ideas

Exceptions – Often rather than investigating anomalies further and considering an overhaul of existing knowledge, anomalies are dismissed as 'exceptions' to the rule, rather than a justification to question the rule itself

Generalisation – There is often a focus on generating 'general' rules and theories which can lead anomalies to be dismissed (think of the Human Sciences – how often do we produce a rule about human behaviour but ignore those who behave contrary to the rule)

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.

Recommended AOKs: The Arts and the Natural Sciences

This title requires you to define the 'lens' of each of these AOKs from the outset. It will be better to define them quite opposingly – the scientist is more methodical, experimental and structured, whilst the artist is more free-flowing and creative. You will then be able to take these attributes and argue which elements would be better across the two disciplines.

Creativity – Scientists can benefit from the creativity of artists when developing innovative ways of experimenting, presenting results and constructing abstract theories

Structure – Artists can often benefit from a methodical approach to constructing art, particularly when aiming to convey a specific message or purpose through their art

Flexibility – Artists are often quite flexible when constructing an artwork, always willing to change and adapt to their free-flowing thoughts, an attribute which is highly beneficial for scientists who at times may become rigid in their thinking and fixed to pre-existing scientific beliefs.

And that's it - our comprehensive guide to the 2024 November TOK Titles! If you're still racking your brain as to how to begin the writing process for your TOK essay, why not check out our post on The Complete IB TOK Essay Guide . Or check out one of our Grade A Exemplar TOK Essays ! Or better yet, if you are looking for some more personal assistance with your IB TOK Essay, click below to reach out to us and we can work with you through the entire writing process, from title selection to the best structure for success!

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EXPLAINED: May 2024 TOK Essay Prescribed Titles

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TOK Essay Titles – May 2024 Examination Session

The titles for May 2024 are released! Here they are below:

Make sure to bookmark this page as I explain and provide examples for each of these titles in depth! UPDATE: Title 1, 2, 5 and 6 are now available. Stay tuned for more! For general guidance on how to write a good TOK essay, check out my TOK Essay advice collection .

Is subjectivity overly celebrated in the arts but unfairly condemned in history? Discuss with reference to the arts and history.

How can we reconcile the opposing demands for specialization and generalization in the production of knowledge? Discuss with reference to mathematics and one other area of knowledge.

Nothing is more exciting than fresh ideas, so why are areas of knowledge often so slow to adopt them? Discuss with reference to the human sciences and one other area of knowledge.

Do we underestimate the challenges of taking knowledge out of its original context and transferring it to a different context? Discuss with reference to two areas of knowledge.

Do we need custodians of knowledge? Discuss with reference to two areas of knowledge.

Are we too quick to assume that the most recent evidence is inevitably the strongest? Discuss with reference to the natural sciences and one other area of knowledge.

This title attempts to challenge students on the main school of thought that you learn over the TOK course. The gist of your TOK teaching on both of these AOKs probably boiled down to something like: everything is art and it’s just whatever the artist wants to create, while history is always biased because the winners always write all of history. However, this eliminates much of the nuance in each of these AOKs that are worth exploring. That’s what makes this prompt interesting.

Is subjectivity overly celebrated in the arts? I will be honest, I never thought we really ‘celebrated’ subjectivity. It just, was. Inherently, art is a subjective exercise – you can think about this point a little further. You will find some heated discussion on whether art is subjective or could it be objective on the internet and I won’t delve into that here, because it isn’t the point of this title. The key here is to focus on the EXTENT of subjectivity and is it to the detriment of the area of knowledge itself. Then, we have to consider, whose subjectivity are we talking about: is it the artist’s subjectivity, or the audience’s subjectivity. For example, the Mona Lisa wasn’t that well known when it was first painted. I’m sure the Da Vinci thought it was quite a nice piece, but it seems like we didn’t really celebrate his subjectivity. It wasn’t until a certain audience found it subjectively good, that we accepted it as one of the greatest pieces of art in the world! That is an example of how subjectivity is relevant in the dissemination of artistic knowledge. For a more modern example, what about your favourite YouTuber? Do they truly make what they want? NO! They are often beholden to sponsors, and you – the audience! What you want to see, is what they will make! So it is YOUR subjectivity that drives their decision to produce art, not necessarily purely their subjectivity. Subjectivity by definition is just a person’s opinions, emotions, thoughts. This connects well with the TOK concept of values. What VALUES and WHOSE values are determining what art is created (in a variety of contexts), how art is perceived, and how art changes in its reception over time? These are all good questions to ponder. For more unconventional examples about art, think about how museums choose what art to display, what constitutes good art for prizes like the Nobel Prize for Literature, or why some art is considered more expensive than others? Are there systematic ways to think about our subjectivity and how we apply it to art? Is it really overly celebrating subjectivity or simply a necessity to make sense of the abundance of artistic knowledge in a sea of information today?

History gets a bad rep in the TOK classroom. Students like to trash on History calling it biased and unreliable. In this prompt, I don’t want you to refute these claims, but just think about how they aren’t necessarily catastrophic as we might think. We aren’t denying that biases in history could be problematic. I would be suspicious too, if the only accounts of the Rohingya Genocide came from the Myanmar military. However, the word condemned in the title suggests that we might be too harsh on historians when they get things wrong. We should focus on how the historical method recovers itself from failures in biases from its sources. Yes, it might be biased, but is it better than no history? Furthermore, does subjectivity actually ADD value to the way we produce, and interpret historical knowledge? While I’m sure a completely objective, news story like report of what happened in 1886 would be a historian’s dream, that isn’t the case! No matter how objective we try to be, we colour the events we experience by our own opinions, feelings and emotions. But isn’t that history in itself? In an almost cliched way, history’s subjectivity tells us more about what happened in the past and their beliefs and values more than words could ever say.

In both the historical and artistic discussions, you should focus more on the methodologies of these AOKs and how they achieve their AOK’s purpose. Subjectivity manifests in different ways in these AOKs and their methodology reflects that. In the overt awareness of subjectivity in the Arts, its method to produce knowledge is characteristically defined by subjectivity. In History, the method is to identify the covert influences of subjectivity, then to produce the most truthful knowledge possible. You can see that the goals of these two are different, and hence they deal with subjectivity differently. Don’t fall in the trap of focusing your discussion too much on your examples, but generalise to the patterns of how subjectivity manifest in your AOKs and whether their treatment of it is problematic.

It is crucial, when writing the essay for this prompt, to clearly define in your introduction what specialisation and generalisation means. DO NOT use the dictionary definitions here – since this is a TOK Essay, you want to make a TOK version of specialisation and generalisation, in terms of how these two things differ in the production of knowledge. Clearly defining the two in this way will form a solid foundation for you to have a nuanced discussion on this process of reconciliation between the two. The prompt hints at the competing demands on knowledge of specialisation and generalisation – i.e. you might not be able to produce knowledge in the same way if you were aiming for specialisation versus generalisation. So, this provides a point of contrast for you to choose examples and frame your discussion. Remember, the idea of competing demands is an ASSUMPTION, not an argument posed by the question. You should focus on how your chosen examples demonstrate a way to balance the interests of both and reach a ‘middle-ground’ rather than arguing that specialisation or generalisation are compatible with each other. TLDR: Don’t challenge the assumption.

For the first AOK of Mathematics, you should have encountered many personal examples just from your study of IB Maths. Most of your learning has been on generalisation, and the application of such generalisations. For instance, you learn about Calculus, a general topic within Mathematics, and then apply it in various contexts. Mathematicians love generalisations – that Calculus you learned? Well, the definition of a derivative generalised for all functions could be summarised by the first principles of derivatives function that HL AA students learn. You would have less interaction with specialisation of Mathematical knowledge. In a broader sense, the specific components of mathematics, cannot be separated from the general. You can’t solve calculus problems without the fundamental theorem of calculus. However, you could argue that the fundamental theorem of calculus didn’t need calculus problems to exist. Thus, an interesting dilemma arises in Mathematics – the generalisation could be produced, without a particular need for specialisation, but specialisation often calls for generalisation to first exist.

Looking at the latest mathematics research, you will find that applied mathematics is most common. Rarely do you see people get excited by new discoveries of solutions to elliptical curves, but more do when you tell them a new mathematical model to improve our prediction of the weather. We may place greater value on specialisation of knowledge, because we could see its usefulness more immediately, but, the Area of Knowledge does not require such specialisation to produce knowledge. So, do we encourage people to produce knowledge with the goal of specialisation in mind, or do we tell them to produce whatever theoretical generalised mathematical knowledge they can? Look to how mathematics is applied to Quantitative Finance, Econometrics, and Actuarial Science. They specialise mathematical knowledge and provide for some of the most lucrative careers. Does that speak to our preference and demand for specialised knowledge? But then again, what of the interdependence between generalisation and specialisation? How do we balance the two and how does the methodologies of the AOK contribute to this balancing act?

For the second, complimentary AOK, you could have discussions with all of the AOKs. For the Sciences, you could present a similar argument about needing to have some general theories before you could specialise. The scientific method is essentially one big generalisation process – you take specific observations and you make inferences so that you can generalise about some natural process. However, the knowledge that produces need not be general, it can still be specific. If we take specialisation as the goal, then we could pose narrow hypotheses to test. If we take generalisation as the goal, then we might need multiple of these narrow hypotheses to form a full picture, testing each individual case. Thus, specialisation could lead to specialisation alone, but more often, generalisation is the result of many specialisations.

One last question you might want to consider and attempt to answer in your essay is, do you want to know something about everything or everything about something? The answer to that will depend on your AOK. While we want to know about everything on everything, that is simply not reality. So, what trade offs do we make in each AOK, and how does each AOK decide on what we need to know more on?

You might be able to appreciate how long it takes ideas to actually be implemented in reality by looking at the recent Nobel Prize winners for Economic Sciences. The winner of the 2017 prize was Richard H. Thaler, for his contributions to behavioural economics. He explored the impacts of limited rationality, social preferences and the lack of individual self-control on economic decision making on an individual and market level. He started these findings from the 1980s, but it is only recently, in the 2022 revision of the IB syllabus that Economics students learn about the field of Behavioural economics in any detail! So why is it so?

To some extent, it is hard to criticise things for moving slowly. After all, new discoveries like behavioural economics represents a fundamental paradigm shift towards the way research is conducted in the particular AOK. Often times, fresh ideas are left to “ferment” so that their truthfulness can be tested with time. Nothing is more embarrassing than going down a rabbit hole only to find that your assumptions turned out to be monumentally incorrect. Even if we are making a big shift in light of new ideas towards the way we produce knowledge, doing so takes time! For many years and still now, we rely on strong assumptions of rationality to make economic models function. While the psychology of such behaviours are well researched, applying them to an Economic setting may not be. That is to say, it is important to consider how these new ideas arise, and what effect it has on existing knowledge, and the way we produce future knowledge. New ideas is simply new knowledge, but with the added implication that it has some effect on the existing knowledge within an AOK. It could potentially change how we view current knowledge, or how we conduct research given a particular discovery.

In the AOK of the human sciences, which broadly follows the scientific method, you could drawn some inspiration from the philosopher Thomas Kuhn’s view of scientific progress. He argues that within a period of “normal science” where we make incremental progress under the assumption of an overarching model, but there comes a point where we notice accumulation of imperfections with such a model that leads to new paradigms – new ideas, that fundamentally change how we do science. Then we undergo a sort of scientific revolution, where there are debates and decisions made over what sort of model we need to follow, until everyone eventually accepts the new paradigm and returns to a normal science period so that continual small improvements are made to knowledge, until another paradigm shift happens again. While you are not expected to demonstrate such strong philosophy knowledge within the TOK Essay, it is helpful to consider how each AOK handles such ‘revolutions’. For instance, it is harder to irrefutably find falsities in human sciences given the difficulty in replicability and corroborative studies compared to natural sciences.

As for complimentary AOKs, any would suit here, as each AOK has a very different way to handle new ideas. Many factors influence the way new ideas is accepted. For this title, we need to take the assumption that their acceptance is slow, not argue with it. Instead, you should consider what factors influence this slowness, and how different AOKs have different factors in mind when deciding how to accept new ideas. This relates to the nature of the AOK (what is its purpose) and the methodology guiding knowledge production in them.

Have you ever said something that sounds very weird out of context? That might have just been something silly with no real consequences, but in the realm of knowledge, we need to be careful about the consequences of knowledge taken out of their original context. This article highlights how the context of medical treatment matters a lot! As you can imagine, something that works in one field, doesn’t always apply in a straightforward manner to another. This is why there are whole research teams dedicated to what we call “translational research”. That is, trying to “translate” what you get from something like a lab setting, into actual products, like life-saving medications.

The obvious links to AOKs here are the Natural and Human Sciences. For Natural Sciences, we often start off knowledge production in a lab setting, or in a controlled environment. However, the application of such knowledge is rarely as controlled! So an interesting point to consider is how natural scientists have to account for the fact that their findings won’t ever be used in as perfect a setting as their research. Sure, you might have developed bullet proof wood , but how is that going to work in practically when it comes to mass manufacturing it for the army or the police? This is one of the biggest challenges that natural scientists face. It’s not that we aren’t trying to produce exciting knowledge, but that the application of such knowledge in a practical and appreciable context is often very difficult. Something like the mRNA technology (which recently was awarded a Nobel) took a long time to be developed into actual vaccines. The question then is, do we underestimate this process? Often it depends on the goal of the scientist. If the knowledge producer set out with an idea to commercialise in mind, then they would often consider the practical implications of findings. However, people studying theoretical physics for example, would struggle to immediately find very accessible real life implications. That doesn’t mean the knowledge is worthless, but certainly, the challenges are there.

What about non-scientific disciplines? Recently, I went to an art exhibition that trend Van Gough’s paintings into a 3D digital display. There was a Banksy exhibition that took the original murals he painted on the street, into this museum environment. Does changing the context of how art work is shown, and the manipulation of artistic knowledge change its meaning? What is the goal of transforming art into a different context? There are many reasons. Sometimes, it is to create satire (have a look at the parodies of the Mona Lisa), bringing old art onto a new audience (like VR exhibitions of Da Vinci), or simply making it more accessible to people (by making art works digitally available). The producers of these adapted forms of knowledge take great care in considering how this impacts the meaning of the art in its changed form. When artwork is so subjective, the context of art is often required to understand the artist’s meaning and intention, to ‘interpret’ works accordingly. At the same time, as we know art is quite subjective, is a ‘correct interpretation’ always required? If we are to remain artistic purists, then many of the joys of art could be lost! Imagine if you were admonished for listening to Taylor Swift through Spotify on your AirPods because it isn’t the original uncompressed music file with all the details, and you aren’t listening to it on the exact set of thousand dollar speakers it was created with? It would be ludicrous to assume that artistic knowledge is always going to be disseminated in the same context. Thus, this must be a consideration of artists. Is this consideration more or less difficult for different types of art? How is this consideration different to science considering there is no ‘right’ answer to interpreting art?

When thinking about this title, we aren’t arguing whether it is difficult. I think we all agree it is. However, it is about whether we underestimate just how difficult it is! Center your focus on how each AOK’s methodology highlights the consideration of being able to change contexts, and whether that affects the interpretation of the knowledge in question.

The term ‘custodians of knowledge’ is not something TOK students have likely heard of before, but this concept is relatively simple to understand. If you think positively about it, it could be protectors of knowledge, people who preserve knowledge, keeping it for generations to come – for example, some people might consider the Indigenous Peoples’ in Australia to be custodians of their unique cultural knowledge and what they call dreamtime stories. In this way, they keep culture alive, even if most people nowadays speak English and don’t readily tell their history. However, thought about negatively, it could also mean “gatekeepers’ (pardon the Gen Z language) of knowledge. The idealogical “protection” of knowledge could also be seen as a way to prevent some forms of knowledge from becoming knowledge in the first place. Talk to any university academic, and they will tell you how many times their research papers have been rejected. That’s why there is a bias towards statistically significant results, while research that showed that nothing significant has happened doesn’t often get published. Thus, these two contrasts provide for interesting discussion, particularly when considering how each AOK has different forms of custodians of knowledge and how they “gatekeep” or “protect” knowledge in different ways.

Take the AOK of the arts as an example. The career of artists are laughed upon because it is so hard to “break in” to the fine world of art. Many artists aren’t acclaimed until they are long dead. Perhaps most famously, the Mona Lisa wasn’t very well known until several hundred years after it was made. Thus, artists are often at the mercy of custodians of artistic knowledge like art curators and critics, who decide what merits acknowledgement as knowledge. After all, knowledge is only knowledge when there is consensus it is. And if the big wigs in the art industry doesn’t think it’s worth a mention, your art, however brilliant it seems to you, would not reach the consensus required to be considered knowledge. Of course, there are debates on the necessity of custodians in such a subjective AOK. After all, there were many times I questioned how some “artworks” even made it into the modern art museum when it’s literally splashes of paint on a canvas. I digress. However, there is something to be said about maintaining some form of standard to art. We judge whether some art is good or bad, but not in a very rigorous way. Custodians of knowledge supposedly have a framework to make such judgement in a way which preserves the nature of the AOK, and the knowledge within it. Therefore, discussion about the necessity of the custodians should focus on how they contribute to the purpose of the AOK, and whether it is compatible with the nature and methodologies of the AOK.

To further illustrate what I mean, you could see that Natural Sciences might present a stronger argument to the necessity of such custodians. We implicitly “trust” science, for better or for worse, because we know that there is a level of credibility imbued by the scientific method. It is the custodians’ role to maintain the standard of adherence to the scientific method that keeps this credibility alive. This is why, when flat earthers argue that they can’t see the curvature of the earth from the horizon, that it doesn’t get published in a scientific journal as fact! This is why, when research emerges that denies the existence of climate change, custodians have a responsibility to retract such research . However, at the same time, it also places much pressure on producers of such knowledge to create something worthy in the eyes of custodians. You might have heard of the data manipulation scandal that forced Stanford’s president to resign. Thus, custodians do appear quite important in this AOK, when we value the truthfulness of knowledge so much, but that isn’t without its consequences.

I recommend picking two contrasting AOKs that value much different things when writing the essay. While comparison is not a requirement for the essay, it gives you a more nuanced understanding of the question and thus a more reflective piece. For instance, we have just demonstrated that art is relatively subjective, while the sciences are less so. Thus, this influences the role which custodians need to play in each AOK.

The framework to answering this title for many students will follow a similar structure: an example of when novel evidence was accepted and had groundbreaking impacts, and another example where such evidence was problematic and disputed. Repeat this for the second AOK you choose and you’ll have 4 contrasting examples. This is not the only way to approach this title, but is my personal preference considering the structure I suggest to most students that ensures firstly, you will pass the basic criteria of a TOK Essay, and secondly, you will have a strong foundation to succeed. However, since everyone will have a similar style and collection of examples, it is even more important for this title, that you tease out the meaning and the effect on each area of knowledge, and knowledge in general, that your examples represent.

To demonstrate what I mean, let’s focus on two natural sciences examples. First, consider the case of “Cold Fusion”, a theory that you could supposedly have nuclear fusion at room temperature, discovered and subsequently debunked in 1989. A contrasting example, could be recent Nobel Prize winner of Medicine and Physiology, for the research on mRNA vaccines. Immediately, it is obvious that one shows where recent evidence isn’t the strongest, while the latter shows that it could be. But the focus should be on are we TOO QUICK in assuming so, not whether we should or not. Well, what are the reactions and timelines for each example? While Cold Fusion was met with excitement from the general public for the potential it holds for energy production, I wouldn’t say we ‘assumed’ it to be strong. Looking at the news reports from that time, you can see that there was great anticipation about the discovery, leading to lots of sudden funding and interest to investigate it and replicate it. As for mRNA, that discovery took a long time! First the technology, and the getting it to not appear foreign to the human body was very tricky. Even after it was discovered, we waited quite a while, with many people’s first experience with mRNA to be their COVID 19 vaccine. What you need to draw from these two examples is the methodological similarities and differences which reflect the NATURE of Science, and thus, the purpose of science. You see in both how there is an emphasis on replication which corroborates or falsifies, and only after doing so for a long time do we accept it to be true, otherwise it is debunked. So yes, there are moments where Natural Sciences provides strong compelling evidence that ends up false, there are many hurdles with in the methodology of the Natural Science that prevents us from being TOO QUICK to assume it to be true.

For this prompt, it is too easy to fall into the debate of why something was true or why something was false and tricked the population. This is not the point of the essay. You should avoid talking about the specifics of your examples at length. You need to demonstrate how your examples reflect the wider methodologies of the Natural Sciences (and similarly, for your second AOK) that either encourages or discourages our assumptions that novel evidence is always best. As you can see from my examples above, I focused on how such assumption does not happen too quickly because there are many ways we verify scientific knowledge to be true. I don’t discuss the specifics of the actual science behind Cold Fusion or mRNA as that isn’t required. You are better off focusing on the methodologies behind the AOKs themselves and answering the question.

Some interesting complements to the Natural Science AOK could be History (particularly focusing on revisionism and how historical events could be interpreted differently over time), Mathematics (how could the methodologies differ and are there ‘mistakes’ in Maths), or even Human Sciences (replication is a bit more difficult with that!).

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20 responses to “explained: may 2024 tok essay prescribed titles”.

Hi, when will you deconstruct #6? Much appreciated.

I just did! Hope it helps.

Thank you so much!

hello! when will you deconstruct #2? would really really appreciate it !!!

Just posted!

Hi when will you deconstruct No. 5? Much appreciated.

Could you please deconstruct no5. ?

Check it out!

Please Please deconstruct 5 ASAP, first draft due in 5 days!!!! Thanks!

I just did! It’s a very interesting title.

Hi, when will you deconstruct #3? Much appreciated.

I have just posted this. Thanks!

Hi, when will you deconstruct #4? Thanks!

Just updated!

Hi, is there more in depth analysis of title 4 coming?

Sorry it took a while, but it’s here now!

I have a question, for PT3, so what will be our possible counterclaim? is it another factor that will make it slow? or find another RLS that show sometimes fresh ideas can be adopted fast ?

I would reread the prescribe title. The title is asking you “why”. So all you need to do is propose different sorts of reasons as to why this slowness occurs. You don’t need to challenge the assumption within the title that it is slow. Accept that it is slow, and propose various ideas for why that is the case according to the properties of your chosen AOK.

Could you explain how you would format number One. Would I only be talking about two examples one for each AOK and what about them? Introduction, aok 1 and aok2 and conclusions

For sure! You should refer to my article on structuring for TOK Essay for more details. In general though, you can approach this prompt with two examples for each AOK, with one example about subjectivity being overly celebrated, and one not in the arts, while for history, it would be one where it is condemned unfairly vs not.

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Essay Guides

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From 6000 to 8000+ words each, these comprehensive essay guides are designed to help you understand the key terms of the title as well as how to approach it using the different AOK’s and other applicable TOK concepts such as the Knowledge Framework .

Each aok section includes a range of real life examples whilst also addressing the potential implications of different claims and counterclaims ., unpacking the title.

• Exploring the Question
• Relevant Concepts
• Points to Remember
• Knowledge Framework Connections

Areas of Knowledge

• Mathematics
• Natural Sciences
• Human Sciences

Also included with your purchase are THREE additional ToK essay resources including:

• The ToK Essay: Top Do´s & Don´ts
• ToK Essay Introductions (Examples & Analysis)
• ToK Essay Conclusions (Examples & Analysis)

To get instant access to the guide and bonus resources, please click the ‘Purchase´ button on the guide page. If you do not have a PayPal account, please choose the ‘Guest Checkout’ option.

Please do not directly copy and paste sections of these essay guides into your work. They are designed to help you understand the question and formulate your own ideas and arguments.

When ordering a guide, please ensure that you have chosen the correct title as guides cannot be exchanged once purchased.

These guides are currently only available in English .

Essay Guides November 2024

TITLE 1: Our Responsibility to Acquire Knowledge

TITLE 2: Ingenuity in Knowledge Production: Necessary but Insufficient?

TITLE 3:  Severing Ties with the Past: Benefits for AOK’s?

TITLE 4: Hypothesis vs. Speculation: Any Significant Difference?

TITLE 5: Dismissing Anomalies in Knowledge Production

TITLE 6: Artists & Scientists: Swapping Lenses

Essay Guides May 2024

TITLE 1:  Subjectivity in History & the Arts

TITLE 2: Reconciling Specialization & Generalization in Knowledge Production

TITLE 3: Why Are AOK´s Slow to Adopt Fresh Ideas?

TITLE 4: Transferring Knowledge Between Contexts

TITLE 5: Are Custodians of Knowledge Essential?

TITLE 6: Recent Evidence: Inevitably the Strongest?

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Theory of knowledge

Theory of knowledge (TOK) is assessed through an exhibition and a 1,600 word essay.

It asks students to reflect on the nature of knowledge, and on how we know what we claim to know.

TOK is part of the International Baccalaureate® (IB) Diploma Programme (DP) core, and is mandatory for all students.

Learn more about theory of knowledge . You can also find examples of TOK essay titles and read about how the IB sets deadlines for TOK .

You may also be interested in the other components of the DP core: creativity, activity, service (CAS) and the extended essay .

Learn more about TOK in a DP workshop for teachers . 

DP subject briefs

Find out about what each subject offers within the Diploma Programme (DP).

Our DP subject briefs—for both standard and higher level—contain information about core requirements, aims and assessment.

• Explore the DP subject briefs

TOK essay guidance

TOK Home > Free TOK notes > TOK essay guidance

You write your TOK essay on your choice of six prescribed titles, which are released at the beginning of DP2, and you have approximately 6 months to complete it.

Learn about the basic details of the TOK essay on this page. After you’ve grasped these, move onto our four-step guide to the essay: 1 Understanding the rubric , 2 Choosing a title , 3 Planning and structuring , 4 Writing and uploading .

10 TOK essay starting points

• 1 The TOK essay is an individual task
• 2 It represents two thirds of the overall mark for TOK
• 3 It is externally marked
• 4 You choose your title from a list of six prescribed titles, which change every exam session
• 5 The word count for the essay is 1600 words
• 6 You’ll meet your teacher for 3 interactions to discuss your essay
• 7 Key areas that are assessed include the clarity of arguments, level of effectiveness of examples, and the focus on the title
• 8 You’ll fill in a Planning and Progress Form (PPF), which you submit with your essay (although this is not assessed)
• 9 The context of the essay is explicitly about the five  areas of knowledge
• 10 There is a single criterion for marking, and four characteristics of an excellent essay (insightful, convincing, accomplished, and lucid)

A four-step guide to the TOK essay

Click on the buttons below to take you to the four steps of creating a great TOK essay. Don’t forget that we have plenty of videos on this and other aspects of the course, and members of the site have access to a huge amount of other resources to help you master the course and assessment tasks.

Check out our three-minute explainer video on the TOK essay here . The video goes over the basics of the TOK essay, such as how it’s assessed, the word count and other practical details, terms such as ‘perspectives’ and ‘implications’, and the role of real-world examples in justifying claims and arguments.

You’ll find more videos on this and other aspects of TOK here , and you can dive into much more depth via our free and premium webinars, here .

Watch our essay & exhibition webinars

Click on the images below to access these premium webinars on how to create the essay and exhibition. Access more webinars here , and watch our videos on the assessment tasks on this page .

FAQs about the TOK essay

How do i choose my tok essay title.

You choose your essay from six prescribed essay titles, that are released at the beginning of your second DP year. We give a few tips on how to choose a PT that will work for you here . But briefly, choose one that links to your pre-existing knowledge, and that you find personally engaging.

What will I be writing about in my TOK essay?

You’ll be answering your prescribed title, within the context of two areas of knowledge, considering how different perspectives might affect our response to the question, and what the implications of your arguments are.

Can I use ChatGPT to write my essay?

You can use ChatGPT to help you gather materials for your essay, but you should definitely not be using it to write the essay. Be very careful with ChatGPT. It bases its answers on online material, and much of this is inaccurate or out-of-date. For example, depending on what you ask it, it may tell you that you have to explore multiple areas of knowledge (rather than the two stipulated by the titles), and that you have to identify a separate knowledge question to the title (which is absolutely not the case).

How much help should I expect from my teacher?

Your teacher should run through the PTs when they are first released, and then meet you for three interactions, during which you’ll discuss your progress. They are allowed to give you one set of written feedback. But you can consult them at other times with specific questions.

Do I need to use real-world examples in my TOK essay?

Yes, real-life examples help illustrate your points and make your arguments more tangible. They can be drawn from personal experiences, historical events, scientific discoveries, etc.

Should I include my personal opinion in the TOK essay?

While the TOK essay is not about your personal opinion per se, it’s important to reflect on your perspective and how it shapes the way you understand the title. However, you should avoid using the essay as a platform for rants or unsubstantiated claims.

Is it necessary to include counter-arguments in my TOK essay?

Yes, including counter-arguments shows a deeper understanding of the complexity of the topic and demonstrates your critical thinking skills. It also enables you to consider different perspectives, and evaluate the implications of arguments.

Should I include the 12 key concepts in my essay?

Yes, as much as you can, draw on the key concepts such as justification, evidence, perspective, bias, certainty, and objectivity within your arguments linking them to the title, and to the real-world examples you draw on.

How do I ensure that my TOK essay reflects my own original thinking, and avoids plagiarism?

Clearly attribute ideas and sources that are not your own, and strive to present original insights and interpretations supported by evidence and reasoning. See our point above on using ChatGPT – never view this as more than a tool to help you gather material for your essay, rather than a tool to write it for you.

What are some common pitfalls to avoid when writing a TOK essay?

Avoid oversimplifying complex issues, relying solely on personal opinion without justification, neglecting counter-arguments, veering off the question, and failing to include a consideration of different perspectives.

How long do I have to write my essay?

You’ll have 6 months from the time the prescribed titles are released, to the deadline date for uploading your essay to the IB. However, most schools will set their own deadline for completing the essay, so that everyone has plenty of time to complete your PPF, and upload it on time. Follow what your school tells you about this.

How important is the TOK essay PPF?

The PPF (‘Planning and Progress Form’) is the document that you fill in to outline your discussions during the three essay. Although this is not directly assessed, it is an important part of demonstrating that you have approached the TOK essay in an ethical way, which is now particularly important in the era of ChatGPT.

What are some effective strategies for revising and editing my TOK essay to improve clarity and coherence?

Take breaks between revisions, seek feedback from peers or teachers, and carefully proofread for grammar, punctuation, and coherence.

Should I include references or a bibliography in my TOK essay?

While not required, referencing sources appropriately adds credibility to your essay; use footnotes or endnotes for citations.

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May 2023 TOK essay prescribed titles

The prescribed titles for the May 2023 TOK essay have been released. Check with your TOK coordinator / teacher for the official document.

Resources for the May 2023 TOK essay prescribed titles will be published shortly.

• Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.
• For artists and natural scientists, which is more important: what can be explained or what cannot be explained? Discuss with reference to the arts and the natural sciences.
• Does it matter if our acquisition of knowledge happens in “bubbles” where some information and voices are excluded? Discuss with reference to two areas of knowledge.
• Do you agree that it is “astonishing that so little knowledge can give us so much power” (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.
• Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.
• To what extent is the knowledge we produce determined by the methodologies we use? Discuss with reference to history and one other area of knowledge.

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