Opinion | Theory of knowledge improves critical thinking

"When I first found out I would be studying Theory of Knowledge (TOK) for the International Baccalaureate Diploma, I was intrigued and thought it would be interesting to explore a subject with no definite answers, like maths or chemistry," says Anna Smyth, who is completing her first year of the programme at the French International School (FIS).

But her classmate Sybil Yeung was apprehensive, as she wasn't sure what the subject would entail. "I also did not understand the need for the subject. As with most mandatory subjects, I felt like I was being forced to take it," she adds.

When I asked TOK teacher Phillipe Raoul from FIS how students perceive and feel about this subject, he admitted it was a difficult question to answer, despite having taught it for 12 years and having a background in the epistemology of history.

"It is difficult to judge change in student perception by the time they spend in the course [at least 100 hours over two years], because it depends on whether students have been exposed to these ideas before," says Raoul.

"Those who have not can find it challenging. Sometimes it can take them a long time to figure out exactly what is going on, because the study of TOK is not linked to student ability," Raoul adds. But he believes students do realise the intrinsic value of the ideas they are presented with when they go on to university.

"TOK did teach me to look at things more analytically, and that has helped me," says Pracheta Mehtaji, an ex-student of Raoul's who is currently studying medicine. "If it was not to be marked, I may have been more enthusiastic about it. It was ironic that the prejudice and apprehension I had about TOK taught me that one should not be biased,"