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Cast of The York School Play, Matilda
The York School 2024/25 Year in Review - Theory of Knowledge (TOK)
TOK is a core DP course that gives students an opportunity to reflect on the nature of knowledge, and on how we know what we claim to know. Students inquire into different ways of knowing and different kinds of knowledge by asking philosophical questions. The course aims to make students aware of the interpretive nature of knowledge, including personal ideological biases. TOK prompts students to become more acquainted with the complexity of knowledge. Analyzing challenging philosophical texts to uncover layers of meaning and find specific evidence to support their interpretations helps students develop the critical thinking skills that are essential for success in university.
The course is assessed through an exhibition and a 1,600 word essay. For the exhibition, students explore a philosophical prompt by finding the connections between three disparate objects.
Connecting COVID-19 vaccines and Trump’s 51st state tweet to the acceptance or rejection of knowledge
For his TOK Exhibition, Judah B. ‘26 selected the prompt,“How does the context in which knowledge is presented influence whether it is accepted or rejected?” He explored this topic by choosing three objects that have key links to the question: the AstraZeneca COVID-19 vaccine (an example of context sometimes playing a crucial role in determining whether knowledge is accepted or rejected); the prime number chart (an object that doesn’t require context to be accepted); and Donald Trump’s tweet about Canada becoming the 51st state (an example of context playing a more ambiguous role.)
For his TOK Exhibition, Judah B. ‘26 selected the prompt,“How does the context in which knowledge is presented influence whether it is accepted or rejected?” He explored this topic by choosing three objects that have key links to the question: the AstraZeneca COVID-19 vaccine (an example of context sometimes playing a crucial role in determining whether knowledge is accepted or rejected); the prime number chart (an object that doesn’t require context to be accepted); and Donald Trump’s tweet about Canada becoming the 51st state (an example of context playing a more ambiguous role.)
Exploring reasons for seeking knowledge
Jude S. ‘26 chose the prompt, “Why do we seek knowledge?” She approached the question through three statements: we seek knowledge for the purpose of satisfying curiosity; we seek knowledge for the purpose of fulfillment; and we seek knowledge for the purpose of self-development. Jude’s three objects were the painting Pandora by John William Waterhouse (to represent the curious nature of humans), Plato’s Allegory of the Cave from Book Seven of the Republic (to represent emerging from ignorance to lead a fulfilling life), and Socrates’ quote, “The unexamined life is not worth living” (to represent the need for self-development.)
Jude S. ‘26 chose the prompt, “Why do we seek knowledge?” She approached the question through three statements: we seek knowledge for the purpose of satisfying curiosity; we seek knowledge for the purpose of fulfillment; and we seek knowledge for the purpose of self-development. Jude’s three objects were the painting Pandora by John William Waterhouse (to represent the curious nature of humans), Plato’s Allegory of the Cave from Book Seven of the Republic (to represent emerging from ignorance to lead a fulfilling life), and Socrates’ quote, “The unexamined life is not worth living” (to represent the need for self-development.)
