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The theory of Knowledge essay is an essential part of the International Baccalaureate Diploma Programme that all students face. Thus, the ability to comprehend and explore the six essay questions you will be facing is a must.

Understanding each question's key terms and underlying assumptions is essential to crafting a compelling argument.

For this column, I asked my colleague, Cana Elite's TOK expert Erdem Ali Dervish, to give some tips on tackling this year's essay questions.

Question 1: Do historians and human scientists have an ethical obligation to follow the directive: "Do not ignore contradictory evidence?"

This question focuses on the ethical implications in the areas of knowledge of history and human sciences. The concept of evidence here is critical, as it asks how historians and human scientists interact with opposing information.

Ethical considerations in knowledge production and dissemination should be examined accordingly. Students can draw on examples from their history or human sciences studies to explore whether professionals in these fields must acknowledge all evidence, even when it challenges prevailing narratives or hypotheses.

Question 2: Is our most revered knowledge more fragile than we assume it to be?

This question delves into the meaning and justification of "most revered knowledge" across different areas of knowledge. While it may seem straightforward, the notion of "reverence" is subjective and requires careful unpacking, as does fragility.

In the arts, for example, students should focus on knowledge generated by the arts rather than just individual works.

Question 3: How can we reconcile the relentless drive to pursue knowledge with the finite resources we have available?

This is a "how" question that pushes students to explore solutions to an inherent tension between knowledge pursuit and limited resources.

Defining "reconcile" is crucial to providing a coherent argument, especially when tackling the assumption that resources - whether intellectual or physical - are finite.

Question 4: Do the ever-improving tools of an area of knowledge always result in improved knowledge?

The question hinges on the relationship between tools and the improvement of knowledge.

The challenge is to define what counts as "improved knowledge" and whether tools are simply making knowledge more detailed or enabling entirely new forms of understanding.

This question also touches on technological advancements and could be explored through both the natural sciences and mathematics, but it's important to not restrict the discussion to only modern tools.

Question 5: To what extent do you agree with the claim "all models are wrong, but some are useful" (attributed to George Box)?

This question asks students to consider the reliability and limitations of models, particularly in mathematics. The nature of axioms and abstract structures in mathematics makes this area of knowledge especially relevant.

To fully explore the question, students should consider not just when models fail but also how they contribute to knowledge even when they're flawed.

Question 6: Does acquiring knowledge destroy our sense of wonder?

This is an open-ended question. Defining "a sense of wonder" is key, as is considering how this concept fits into real-world examples. Does knowledge deepen curiosity, or does it restrict the space for wonder?

The essay could draw on areas of knowledge like the natural sciences, where new discoveries often open more questions than answers.