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IB Theory of Knowledge Essay (Scored 20/20) (IB TOK Essay A level) CA$15.04   Add to cart
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IB Theory of Knowledge Essay (Scored 20/20) (IB TOK Essay A level)
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  • Course
  • Theory of Knowledge
  • Institution
  • International Baccalaureate

A comprehensive IB Theory of Knowledge Essay that can be replicated in terms of its general content, structure, and approach. This TOK Essay was externally graded by IB examiners in the May 2020 session and received 20/20 points, ensuring A from TOK. Following the sample can guarantee very high per...

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  • February 19, 2021
  • 7
  • 2020/2021
  • Presentation
  • Unknown

Subjects

  • tok
  • ib tok
  • tok essay
  • theory of knowledge
  • ib essay
  • perfect tok
  • ib ia
  • internal assessment
  • the core ib
  • tok ia
  • theory of knowledge essay
  • ib
  • ia
  • international baccalaureate
  • international baccalaureate tok
  • i

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  • Theory of Knowledge
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International Baccalaureate Theory of Knowledge Essay




Prescribed Title:
1. "Others have seen what is and asked why. I have seen what could be and asked why not"

(Pablo Picasso). Explore this distinction with reference to two areas of knowledge.




Personal code: hlt648


Session: May 2020


Word count: 1599


Prescribed Title number: 1




Declaration:


I declare that this work is my own work and is the final version. I have acknowledged each

use of the words or ideas of another person, whether written, oral or visual.

, The author's words captured in the quotation depict him as a visionary whose thinking does

not follow the general scheme. His factual interpretation and meaning entangled in those

sentences will remain undisclosed, nonetheless one may come to consider a uniform

comprehension, possible to be used in the further analysis.

The idea may be broken down to a few distinct concepts. The first sentence refers to

some of the Ways of Knowing (WOK) - the Sense Perception, as the observer perceives and

analyses 'what is' as a tangible object, or the Reason, as the observer takes into

consideration a theory or idea thought to be true and subsequently critically evaluates it. To

the contrary, in the second sentence the words 'what could be' refer to yet a different WOK -

Imagination, as the onlooker takes into account the ideas, usually abstract, which do not yet

exist outside their mind and assesses them. The questions posed - 'why' and 'why not',

adhere to different methods of acquiring and expanding knowledge, respectively by

questioning the existing concepts and by striving to derive new ones, which presumably

breeds varying outcomes.

The scope of this essay is focused on distinguishing between those two methods,

establishing their relation with a universal range of topics and appropriately appraising their

usefulness in the process of producing new knowledge of diverse nature.


One of the areas of human knowledge where asking questions has always been of

utmost importance is the Religious Knowledge Systems. The greatest thinkers, philosophers,

but also ordinary people have been consistently concerned with the fundamental inquiries

regarding human existence, including the meaning of life, purpose of our being, and

presence of some higher entity, boundless and infinite, called the Absolute.

In Christianity the core dogmas had hardly ever been challenged amongst the

believers for several centuries, until the philosophy of Scholasticism gained popularity in the

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