Part 1 of 8: What is Knowledge?
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Ok, here we go! This is part one of our eight-part series where Sofia and I are breaking down the Eight Essential Elements of the Theory of Knowledge course for all IB teachers. As we mentioned previously, Sofia and I are co authoring this series to help all of us better understand what Theory of Knowledge actually is, what the coursework looks like, and what the expectations are for students. Why? So that we as IB teachers can feel empowered to integrate Theory of Knowledge into our IB classrooms. Which, by the way, is an explicit expectation of all IB teachers by the IB. We are really excited to be sharing this with you and it's is based on our upcoming Theory of Knowledge New Teacher Workshop coming up July 23rd and 24th via Zoom. If you will be teaching Theory of Knowledge next year–or plan to in the future–we would love to host you. This week, we are going to take a look at the first key element of the Theory of Knowledge course: Knowledge. The term knowledge can be utilized and considered in many ways. It tends to be "chucked" in any fancy sentence or headline in education. But what do we mean when we address and discuss "knowledge" in TOK? Here is what we feel to be the essential pieces of they way that knowledge is taught in the TOK classroom. What isn't knowledge? Three key things about knowledge that need to be clear. Knowledge is not the same as information - Information is not the same as data for that matter. What you find in a textbook, an article, or a historical chronicle is not automatically knowledge. Knowledge is not a thing, meaning not an object or an idea - TOK teachers receive a lot of student writing that goes along these lines: “the knowledge in the map,” “the painting’s knowledge,” “the emotional knowledge.” It is even unclear what is meant by “scientific knowledge.” It is even unclear what is meant by “scientific knowledge”, or knowledge from any area of study–mathematical, artistic, geographical, historical, or otherwise. While there is knowledge derived from these areas of study, for the purpose of analysis, evaluation and the higher order thinking skills, it needs to be much clearer than that. Knowledge is not fixed or absolute - Knowledge shifts, gets modified, updated, and can even get lost. What is knowledge? Three fundamental assertions we can make about knowledge. Knowledge is an in-depth reliable understanding of what constitutes our world - To the best of our ability, and for the purpose of making things simple yet clear to students, knowledge is in depth reliable understanding of what constitutes our world. Note the key words reliable and understanding. Knowledge must be contingent on evidence. Evidence that is certified, updated, and consistent. This is what separates knowledge from belief and opinion. There is no choice when it comes to evidence. You might choose to ignore evidence, but then it becomes a belief. Lastly, the use of the term understanding is important so students fully grasp that to discuss knowledge, evidence in the form of information and or data is not enough. There is something that needs to happen cognitively for knowledge to be acquired, produced, shared or communicated, preserved, pursued, or even lost. That cognitive something is what the IB calls higher order thinking. To fully understand something, the cognitive ladder must be applied all the way up to analysis, evaluation, and even at times creation. There must be a knower in order for there to be knowledge - This is tied to the first point. There must be a knower for there to be knowledge. Knowledge and knower cannot be separated. Hence the core theme the Theory of Knowledge course: Knowledge and the Knower (which we will talk about in a few weeks). Higher order thinking requires a knower. And who is a knower? This is exactly what needs to be examined in TOK. Any conscious thinking being can be a knower. The scope is wide: babies, children, teenagers, adults. And knowers can be classified more specifically, making the analysis and evaluation even more complex and interesting. Communities of knowers can be defined by context, culture, views on life, and expertise. This is where TOK get's really cool. Theorizing about knowledge requires open-minded, flexible, abstract thinking skills. This is not easy. Theory of Knowledge can seem nebulous and undefined because there is rarely a straight or absolute answer. In fact, that is what the two main assessment tasks, the TOK Exhibition and the TOK Essay, ask of students. They ask students to consider and to exercise awareness. Knowledge lives in the gray area, where many aspects need to be considered and taken into account. And we cannot forget about implications. But that can be discussed in the upcoming newsletter on the TOK Framework. The Take Away (to help us integrate this into our IB classroom)… When we talk about knowledge in Theory of Knowledge, we need to be precise. Knowledge is not information, not an object, and not something fixed. Knowledge is in-depth, reliable understanding grounded in evidence, constructed by a knower, and explored through open-minded, higher-order thinking that accepts complexity rather than easy answers. Or to put that in more simple language… When we talk about knowledge in TOK, we are not just talking about facts you can look up or something that sits in a book. Knowledge is really about deeply understanding something, using solid evidence, and thinking it through carefully for yourself. And, It always involves a knower doing the thinking, and it lives in the gray areas where there is not just one simple, clear answer. So, now, just for fun... Think about your own IB class. Where are students simply collecting information (which is an important first step) and where are they actually building a reliable understanding based on evidence and therefore actually acquiring knowledge? Might be kinda cool to think about. Our hope is that slowly, through this series, it becomes more and more comfortable for you do integrate TOK in to your classroom. In two weeks, we will continue as Sofia and I share our thoughts on Knowledge Questions–what they are and why they sit at the very heart of Theory of Knowledge. See you next week. Upcoming Professional Development Opportunities... Theory of Knowledge New Teacher Workshop - July 23rd & 24th, 2026 - Designed for teachers new to Theory of Knowledge, this two-day training co-taught by Brad Cartwright and Sofía Elizalde offers a clear, practical roadmap for teaching TOK with confidence. Together, we will explore the core components of the IB Diploma Programme, the purpose and structure of the TOK course, key assessment criteria, the TOK Exhibition, the TOK Essay, and classroom strategies that support thoughtful discussion, meaningful reflection, and strong student writing. An Early Bird Discount is available--use coupon code EARLYBIRDTOK at checkout. IB Economics New Teacher Training - July 25th & 26th, 2026 - Designed specifically for teachers new to IB Economics, this two-day teacher training program will give you a practical roadmap to begin your IB Economics teaching career feeling confident, prepared, and calm. Brad Cartwright |