Unpacking the 2025 November TOK Titles: A Comprehensive IB Solved Guide

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The November 2025 IB Theory of Knowledge (TOK) Essay Titles are out!

Let's be honest – tackling the TOK essay can be a daunting task. With so many concepts and topics at our disposal and a myriad of ideas swirling around, it's easy to feel overwhelmed at the outset.

That's where we come in! In this article, we'll delve into each title and offer some strategic advice on how to approach them.

General Tips to Unpacking a Title

When we first encounter a prompt, we want to think in terms of perspectives and counter-perspectives (also known as claims and counterclaims). This framework allows for a structured essay, exploring the title through the lens of two chosen Areas of Knowledge (AOKs) and weaving in different arguments. While the ultimate conclusion you draw may often reside somewhere between these extremes or on a conditional basis (e.g. perspective 1 is correct in certain circumstances, while perspective 2 is a better approach in other), starting with opposing arguments can facilitate the development of a more nuanced exploration and argument.

So let's get to it – here is everything you need to know about the November 2025 TOK Essay titles:

Title 1: For historians and artists, do conventions limit or expand their ability to produce knowledge? Discuss with reference to history and the arts.

Recommended AOKs: History (Mandatory) and The Arts (Mandatory)

This title questions whether ‘conventions’ have the effect of ‘limiting’ or ‘expanding’ the ability of historians and artists to produce knowledge. You will want to define ‘conventions’ in your introduction, perhaps with reference to ‘traditional ways of doing things’ or ‘existing ways of thinking’. The concepts of ‘limiting’ or ‘expanding’ the ability to produce knowledge should also be defined. This is a highly recommended title, for the simple reason that there are two clear perspectives; that conventions limit their ability to produce knowledge, or that they expand their ability to produce knowledge.

Some ideas you may consider:

History
- Conventions can expand the historian’s ability to produce knowledge by allowing us to follow a systematic process that is consistent. This means that when faced with a new historical event for which we seek to produce knowledge, we can look at how we have previously produced knowledge and replicate this process.
- However these conventions may be limiting in that they confine the knowledge we produce to the frameworks and understandings of the past that are ‘conventional’.
The Arts
- Conventions can expand the artist’s ability to produce knowledge as artists will often draw inspiration from conventional forms of art to produce their own message.
- However these conventions can impose arbitrary limits on the boundaries of what an artistic work may look like, despite the fact that this is highly subjective, hindering a knower’s ability to produce unique forms of knowledge.

Title 2: What is the relationship between knowing and understanding? Discuss with reference to two areas of knowledge.

Recommended AOKs: Natural Sciences, History, Human Sciences

This title asks you to consider the relationship between ‘knowing’ and ‘understanding’ something. It will greatly important for you to come up with solid and precise definitions of each of those terms in the introduction – it is implied that ‘understanding’ seems to have some characteristics which are beyond merely ‘knowing’ something, so try to filter that into your definitions.

Some ideas you may consider:

‘Knowing’ scientific knowledge is the first stage in learning and a pre-requisite to ‘understanding’, however it will not always guarantee understanding. To achieve understanding, the knower must gain a deeper level of ‘knowledge’ by not only being able to recite facts but explain scientific theories.
‘Knowing’ refers to the ability to articulate existing ways of thinking while ‘understanding’ allows a knower to question/interrogate existing ideas. The relationship between them is that ‘knowledge’ may become ‘understanding’ once the knower is able to start challenging existing paradigms.

Title 3: Should knowledge in an area of knowledge be pursued for its own sake rather than its potential application? Discuss with reference to mathematics and one other area of knowledge.

Recommended AOKs: Mathematics (Mandatory) and any other AOK

This title asks you to consider whether the pursuit of knowledge is merely a means to an end which is practically applicable or whether it is valuable to pursue knowledge simply for the purposes of knowing. This topic is quite versatile, as we believe it can be applied well to almost any of the AOKs.

Some ideas you may consider:

In Mathematics, we should pursue knowledge for its own sake since often we may not be able to envision how the knowledge will be applied. Yet in many cases, the application of these mathematical principles may arise years in the future, therefore it is valuable to continue to advance our bank of knowledge regardless of whether there appears to be any potential applications.
In History, it is valuable to understand the past not necessarily for any direct application to the present but to ensure we retain our collective memory of the progress of humankind. However, in saying that, often historians will attempt to make their knowledge more presently applicable by deriving broader principles which can be applied to present day scenarios – this can enhance the value of this knowledge, by considering how it will be potentially applied.
In the Natural Sciences, you may consider how often the purpose of a particular scientific endeavour is merely to understand how something works and how we should seek to understand the world around us as a fundamental purpose of pursuing new knowledge, regardless of whether the knowledge has any ‘application’ for us.

Title 4: To what extent do you agree that however the methods of an area of knowledge change, the scope remains the same. Answer with reference to two areas of knowledge.

Recommended AOKs: Natural Sciences, Human Sciences and The Arts

This title asks you to consider whether changes in the ‘methods’ of an AOK change the ‘scope’ of an AOK as they shift over time. There are two very clear overarching perspectives which can be considered within each AOK; either the scope stays the same when the methods change, or the scope changes. It is important to define ‘method’ and ‘scope’ – when considering the method, you may make reference to ‘tools’, ‘processes’ or general ‘approaches’ utilised in the production, acquisition and dissemination of knowledge, while the ‘scope’ would generally refer to that which is encompassed by the area of knowledge.

Some ideas you may consider:

In the Natural Sciences, you may consider how different adaptations of the scientific method and particular discoveries have broadened the scope of the sciences into areas which were once unimaginable.
In the Human Sciences, you could look at how changing understandings of the human mind led to the development of new methods, which consequently changed the scope of the work done by human scientists.
In the Arts, you may consider how different artistic methods and techniques have radically changed what is included as ‘art’. However you may also argue that nonetheless, the scope of Art, has remained as the creative expression of individual ideas.

Title 5: In the pursuit of knowledge, is it possible or even desirable to set aside temporarily what we already know? Discuss with reference to the natural sciences and one other area of knowledge.

Recommended AOKs: Natural Sciences (Mandatory) and Human Sciences, The Arts or History

This title asks you to consider whether it is possible or even desirable to ignore what we already know, at least temporarily, in the pursuit of new knowledge. It will be important to define terms such as ‘possible’, ‘desirable’ and ‘set aside temporarily’, although these will not drastically impact the scope of your essay. This topic also proposes two clear perspectives; either it is possible and/or desirable, or it is not. You may adopt certain combinations (i.e. possible and desirable, not possible but desirable, possible but not desirable, not possible and not desirable) which suit your particular argument…just make sure to talk about both the possibility and desirability of setting aside temporarily what we already know.

Some ideas you may consider:

In the Natural Sciences, it is not possible to set aside what we already know, as this area of knowledge relies upon experimentation on existing knowledge to discover new knowledge.
In the Human Sciences, it is possible and desirable to set aside temporarily what we already know particularly when faced with ‘outliers’ or ‘nonconforming’ humans, since the theories of the Human Sciences can rarely be applied universally.
In the Arts, setting aside temporarily what we ‘know’ about art can unlock new ways of creating art – this has been shown to be possible through the many artistic waves and movements of the past which have been driven by those who embraced new ways of doing things.
In History, it is possible and desirable to set aside temporarily what we know when re-examining the past and doing so can often allow for the elimination of bias.

Title 6: Is empathy an attribute that is equally important for a historian and a human scientist? Discuss with reference to history and the human sciences.

Recommended AOKs: History (Mandatory) and Human Sciences (Mandatory)

This title asks you to compare the importance of empathy for historians and human scientists. It is important to define ‘empathy’ and give yourself a broad scope for your essay through this definition.

Some ideas you may consider:

For historians, empathy allows for more accurate inferences to be drawn regarding the motivations and intentions of historical figures, extending beyond merely retelling historical facts. However, there must be a degree of impartiality and objectivity when recounting historical narratives, discounting the importance of empathy as an attribute for historians to an extent.
For human scientists, empathy is undoubtably fundamental to understanding the human mind. However, it is also important for human scientists to remain objective and base their conclusions on well-researched principles; thus to a degree, objectivity is also important for human scientists to be effective producers of knowledge.

And that's it - our comprehensive guide to the IB 2025 November TOK Titles!

If you're still racking your brain as to how to begin the writing process for your TOK essay, why not check out our post on The Complete IB TOK Essay Guide or take a look at one of our Grade A Exemplar TOK Essays!

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