Theory of Knowledge (TOK) is a course on applied epistemology, a core component of the International Baccalaureate (IB) Diploma Programme, designed to encourage students to reflect on the nature of knowledge and how we come to know what we claim to know. Rather than focusing on the acquisition of content, TOK challenges students to examine the foundations, methods, and limits of knowledge across a range of disciplines and cultural perspectives. It fosters intellectual curiosity, critical thinking, and open-mindedness by inviting students to explore questions such as: How do we know what we know? What influences our beliefs? And how can we evaluate different viewpoints? In doing so, TOK equips students with the tools to navigate an increasingly complex and interconnected world with clarity, empathy, and purpose.
TOK in the IB Diplomma Programme
As a Theory of Knowledge (TOK) teacher at Mark Twain International School, I have a front-row seat to one of the course’s most powerful aspects: the way culture shapes how we think, what we value as knowledge, and how we make sense of the world. The International Baccalaureate considers that TOK is the beating heart of the IB Diploma Programme—not because it teaches content, but because it teaches perspective. And in a culturally rich environment like the one in our school, TOK takes on a distinct and deeply rewarding flavor.
One of the foundational ideas in TOK is that knowledge is not neutral. It’s shaped by who we are, where we come from, and how we view the world. This becomes especially meaningful in our multicultural school community. Each student comes to us not just with an academic background, but with a rich cultural history. This offers a unique lens through which to explore TOK’s central questions: What do we know? How do we know it? And why does it matter?
Examining knowledge through the lens of such questions something special happens. They begin to see that the assumptions they might have taken for granted—about truth, authority, morality, or even history—are not universal. They are products of a particular context. And by comparing their own experiences with global perspectives, they expand their intellectual and emotional horizons.
In addition to this, all our students speak multiple languages. This multilingualism becomes an asset in TOK discussions. It allows students to compare how concepts translate across cultures and to appreciate the richness (and limits) of language as a way of knowing.
TOK in Practice at MTIS
One of the goals as a TOK teacher is to help students develop a healthy critical mindset—one that questions without cynicism, and that analyzes without losing empathy. In a society still grappling with the remnants of authoritarianism and rapid social change, this kind of thinking is essential. TOK empowers students to evaluate sources, challenge bias, and understand that even their own thinking is influenced by invisible frameworks.The diversity of our student community serves to enhance this process. Each brings a different perspective. When we create a safe space for open dialogue, we learn from each other, not just about facts, but about how to think about those facts.
Yet, what is probably most exciting about teaching TOK is watching students carry what they have learned into their everyday lives. They begin to question what they see in the media. They start challenging stereotypes. They become more open-minded, more articulate, and more thoughtful in how they engage with others.
Student Reflections and Classroom Experiences
These skills are not just academic—they are life skills. They help students become informed citizens, respectful communicators, and adaptable thinkers. This kind of mindset is not just useful, it is essential.
At Mark Twain International School we believe that TOK is more than a course, it is a space to develop global thinking. Through these interactions, our students learn not just how to ask questions, but how to ask better questions. And in doing so, they become the kind of learners and leaders our world truly needs.
Andrei Ocnarescu teaches English Language and Theory of Knowledge at Mark Twain International School. For the past 10 years, he has dedicated himself to helping students build both their language proficiency and critical thinking skills, empowering them to feel confident in their abilities and prepared to engage with the world beyond the classroom.