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Who should be in control of the way a society’s history is studied and told?

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Who should be in control of the way a society’s history is studied and told?

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Controlling the past | Micro-lesson (History/BQ3)

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Do we have a moral responsibility to develop a certain level of historical awareness?

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Do we have a moral responsibility to develop a certain level of historical awareness?

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History and moral responsibility | Micro-lesson (History/BQ2)

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Can science remain truly open in a world where knowledge is power? 

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Can science remain truly open in a world where knowledge is power? 

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Science and openness | Micro-lesson (Natural sciences/BQ5)

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How do you identify a conspiracy theory?

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How do you identify a conspiracy theory?

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Conspiracy theories | Micro-lesson (K&K/BQ4)

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Can we be ‘vaccinated’ against brainwashing?

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Can we be ‘vaccinated’ against brainwashing?

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Vaccines against brainwashing | Micro-lesson (K&K + Technology/BQ3)

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Religion and legitimacy | Micro-lesson (Religion/BQ4)

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Would abolishing political parties reduce polarization?

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Would abolishing political parties reduce polarization?

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Political parties and polarization | Micro-lesson (Politics/BQ4)

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How does our disconnection from the night sky challenge what we know about ourselves and our place in the universe?

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How does our disconnection from the night sky challenge what we know about ourselves and our place in the universe?

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Disconnecting from the night sky | Micro-lesson (Language/BQ4)

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Each micro-lesson consists of a two-slide presentation focusing on a key knowledge question related to the core and optional themes, and areas of knowledge.

They will help students to take ownership of essential elements of the course, set them up effectively for the TOK essay and exhibition, and kick-start discussions in the classroom.

To explore the question in more depth, follow the link on the cover slide to take you to a longer lesson presentation with one or more recent media sources, and the ideas of important thinkers.

We've colour coded each micro-lesson cover slide so that it aligns with our Big Question framework: Red for Foundations, chartreuse for Values, orange for Spin, blue for Perspectives, and pewter for Change.

Access to the micro-lessons - which we'll add to every month - is via a Faculty membership. Join in seconds here!

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Can we offer objective judgements about art?

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Can we offer objective judgements about art?

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Art and objectivity | Micro-lesson (The arts/BQ4)

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Do official languages strengthen or weaken our identities?

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Do official languages strengthen or weaken our identities?

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Language & identity | Micro-lesson (Language/BQ3)

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How essential to our understanding of the past is first-hand testimony? Can innovation replace it?

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How essential to our understanding of the past is first-hand testimony? Can innovation replace it?

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To what extent do statistics distort reality, rather than reveal truths about human behaviour?

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To what extent do statistics distort reality, rather than reveal truths about human behaviour?

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Statistics and reality | Micro-lesson (Human sciences/BQ2)

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How important are ‘guesses and intuitions’ in the production of scientific knowledge?

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How important are ‘guesses and intuitions’ in the production of scientific knowledge?

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Science and intuition | Micro-lesson (Natural sciences/BQ5)

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How important is it to be aware of our cognitive frailties in order to navigate the world objectively?

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How important is it to be aware of our cognitive frailties in order to navigate the world objectively?

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Critical self-awareness | Micro-lesson (K&K/BQ1)