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Knowledge questions (KQs) are at the heart of what we do in TOK. Good KQs should ask second-order questions about the world - in other words, HOW we know, rather than first-order questions, which are concerned with WHAT we know.

We've arranged these KQs in a way that relates to our 5 Big Question framework for TOK, which is our favoured way of structuring the course. There are other ways to structure TOK, such as the Classic structure.

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In what way has technology affected the way we remember things?

Has the Internet changed the nature of knowledge?

Does technology allow us to create new knowledge, or just arrange and present existing knowledge in a new way?

Does technology merely augment our sense perception, or does it enable new ways of viewing the world?

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What role does technology play in overcoming biases?

Are algorithms and software systems free of personal biases?

Are online communities of knowers the same as ‘real’ communities of knowers?

To what extent do social media platforms act as an ‘echo chamber’ for our beliefs?

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Can we rely on our memory to fact-check stories we read on social media?

Has the development of technology eased the way in which we communicate ideas and concepts?

Does technological transparency help to prevent misinformation?

What are the implications of the fact that English is the primary language of the Internet?

Why does fake news spread more quickly than real news?

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Does technology support or prevent us from accessing knowledge about the world?

Why is it so difficult for AI to understand human morality?

Who should be responsible for the development of ‘ethical’ technology?

How does the evolution of our understanding of technology shift our concepts of morality?

Is there sufficient evidence to justify the contention that our ethical awareness is being eroded by the way we use our smartphones?

Should all knowledge be accessible?

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Can we understand the world without understanding technology?

Can a machine ‘know’, or is knowledge a human-only construct?

How has technology affected the curation of knowledge?

How can we figure out which aspects of knowing to cognitively offload?

How do data, information, and knowledge all differ?