1. Understanding Knowledge questions

2. Knowledge questions (1)
When considering the support and evidence for a specific knowledge claim, e.g., “This painting is by Van Gogh”, we usually consider specific, claim-centered questions, e.g., “Is the color palette like the one Van Gogh used?” or “How is the paint applied to the canvass?” etc.
These specific questions can give rise to more general questions regarding how knowledge is acquired, e.g., “What role do reason and perception play in identifying a work of visual art?”

3. Knowledge questions (2)
Knowledge questions begin in real-life situations, e.g., magazine article on science and religion, attending a debate on faith vs. science, a thought one might entertain while studying biology
As individuals reflect on the ideas engendered in this fashion, various ways of framing some of the questions involved come to mind
Knowledge questions emerge as individuals move, in their thinking, from specific, subject-and-claim-centered questions to more general questions about knowledge itself and how it is acquired

4. Ladder of Abstraction (3)
Real-life situation (RLS) stated
A description of a situation; subject/topic: Not a KQ
Narrow question; implicitly about knowledge: Poor KQ
Open-ended question; about knowledge only in the context of the RLS: Intermediate KQ
Open-ended question; explicitly about knowledge; general, being stated in terms of TOK vocabulary/concepts: Good KQ

5. Knowledge questions (3)
Newspaper article/book review
Physics and God (specific/concrete)
How do Christians come to their beliefs? (poor)
Are the beliefs of Christianity reasonable? (intermediate)
To what extent can reason be used to justify religious beliefs? (good)

6. TOK Concepts
TOK concepts can be found throughout the TOK Subject Guide.
TOK concepts include the AOKs and WOKs. Many other notions found throughout the Guide centering on knowledge, knowing, acquiring knowledge and problems associated with knowledge are TOK concepts.
Examples include: belief, certainty, truth, culture, evidence, experience, explanation, interpretation, intuition, authority, values, proof

7. Sorting KQs 2. Why do optical illusions happen?
Put the following in order from the RLS to a good KQ:
1. What can we learn from optical illusions?
2. Why do optical illusions happen?
3. What, if anything, do optical illusions tell us about sense perception and truth?
4. The vase/face optical illusion
5. Optical illusions

8. Atomic Bomb

9. Atomic Bomb - KQs Truman’s decision to use the atomic bomb during WWII
The morality of military strategy
Was using the bomb a morally permissible option?
How can we determine if wartime decisions were morally right?
How, if at all, can ethical judgements in history be established?

10. Knowledge questions In Activity 2, you and your group will need to:
Consider carefully the RLS provided
Identify one or more ways in which knowledge is implicated in the RLS
Using the model provided in Understanding Knowledge questions develop a “ladder” of questions beginning with your RLS and leading to one (or more) good knowledge question(s).
In point form indicate how might you handle the KI identified