TOK Exhibition Prompts: Full List & Help

With 35 TOK exhibition prompts to choose from, where do you even start? Each one is an official IB question, and your whole exhibition depends on your selection. It can be difficult to know which prompt will best suit your exhibition objects or allow you to write the strongest commentary.

That’s why it helps to break the prompts down. Once you understand what they really mean, it’s easier to see which ones match your interests, connect to subjects you know well, or link naturally to real-world objects.

In this guide, you’ll find the complete list of TOK exhibition prompts, explained in plain English with examples. You’ll also get tips on how to choose the right prompt and begin your exhibition with confidence.

Key Takeaways

• You must choose one of the 35 official TOK exhibition prompts. All three of your objects link back to that same prompt.

• Your exhibition includes three real-world objects and a commentary of up to 950 words explaining their connection.

• The prompts are fixed for the current syllabus and must be used exactly as written — you cannot rephrase or create your own.

• Picking a prompt that fits your interests, strengths, and available objects will make your project easier and more engaging.

• Each prompt explores a different way that knowledge connects to the real world. Understanding them is the first step to success.

What Are TOK Exhibition Prompts?

TOK exhibition prompts are open-ended questions set by the IB. They are the starting point for your whole TOK exhibition. You select one prompt from the official list of 35 in the IB TOK Guide (opens in a new tab), and use it to guide your work. To find out more, consult our detailed guide to the TOK exhibition, or check out our guide to IB grades to see how TOK fits into the bigger IB picture.

Each prompt is designed to connect TOK key concepts, such as evidence, values, culture, or interpretation, to the real world. You then choose three objects (or images of objects) that show how your chosen prompt plays out in practice.

Your commentary of up to 950 words should explain each object’s real-world context and justify how it links to the prompt. Think of the prompt as the “anchor” of your exhibition: every object and every explanation must come back to it.

Full List of TOK Exhibition Prompts

These are the 35 official TOK exhibition prompts set by the IB.

1. What counts as knowledge?

2. Are some types of knowledge more useful than others?

3. What features of knowledge have an impact on its reliability?

4. On what grounds might we doubt a claim?

5. What counts as good evidence for a claim?

6. How does the way that we organise or classify knowledge affect what we know?

7. What are the implications of having, or not having, knowledge?

8. To what extent is certainty attainable?

9. Are some types of knowledge less open to interpretation than others?

10. What challenges are raised by the dissemination and/or communication of knowledge?

11. Can new knowledge change established values or beliefs?

12. Is bias inevitable in the production of knowledge?

13. How can we know that current knowledge is an improvement upon past knowledge?

14. Does some knowledge belong only to particular communities of knowers?

15. What constraints are there on the pursuit of knowledge?

16. Should some knowledge not be sought on ethical grounds?

17. Why do we seek knowledge?

18. Are some things unknowable?

19. What counts as a good justification for a claim?

20. What is the relationship between personal experience and knowledge?

21. What is the relationship between knowledge and culture?

22. What role do experts play in influencing our consumption or acquisition of knowledge?

23. How important are material tools in the production or acquisition of knowledge?

24. How might the context in which knowledge is presented influence whether it is accepted or rejected?

25. How can we distinguish between knowledge, belief and opinion?

26. Does our knowledge depend on our interactions with other knowers?

27. Does all knowledge impose ethical obligations on those who know it?

28. To what extent is objectivity possible in the production or acquisition of knowledge?

29. Who owns knowledge?

30. What role does imagination play in producing knowledge about the world?

31. How can we judge when evidence is adequate?

32. What makes a good explanation?

33. How is current knowledge shaped by its historical development?

34. In what ways do our values affect our acquisition of knowledge?

35. In what ways do values affect the production of knowledge?

Prompt Breakdown: What Each One Really Means

Here’s what each prompt is asking, explained simply, with examples of how it might connect to an object. To make things easier to navigate, we’ve grouped the prompts into themes for you, allowing you to easily see the range of questions you might tackle.

Defining and Organising Knowledge (Prompts 1–7)

1. What counts as knowledge?
This prompt asks what makes something qualify as knowledge rather than just belief, data, or opinion. It gets you thinking about the standards we use to accept something as true.
Example objects:

• The front page of a peer-reviewed journal article.

• A personal blog post giving opinions.

2. Are some types of knowledge more useful than others?
Here you consider whether certain kinds of knowledge — like practical skills, scientific theories, or cultural traditions — are more valuable than others, and in what contexts.
Example objects:

• A first-aid manual compared to a work of literature.

• A maths formula used to solve a problem compared to a piece of historical knowledge.

3. What features of knowledge have an impact on its reliability?
This is about what makes knowledge trustworthy. You might consider the methods used, whether the knowledge can be tested, or whether it comes from credible sources.
Example objects:

• A diagram showing how participants were tested in a clinical trial.

• A Wikipedia article with no citations.

4. On what grounds might we doubt a claim?
This prompt explores why we might be sceptical. It asks what reasons justify questioning whether something is true. These might include lack of evidence, possible bias, or contradictory evidence.
Example objects:

• A news article that later had to publish a correction.

• A viral social media post with no supporting evidence.

5. What counts as good evidence for a claim?
Evidence takes different forms in different fields. This question asks how we decide what kind of proof is strong enough to support a claim, from statistics and experiments to personal testimony.
Example objects:

• A DNA test result.

• An eyewitness statement.

6. How does the way that we organise or classify knowledge affect what we know?
This focuses on categories and systems. The way information is grouped or labelled can change how we see it and what conclusions we draw.
Example objects:

• The periodic table of elements compared to another system of classification.

• A library organised by subject compared to one organised alphabetically by author.

7. What are the implications of having, or not having, knowledge?
This prompt asks you to think about the consequences of access to knowledge. Knowledge might empower people and open up opportunities, or disadvantage those without it.
Example objects:

• A school textbook available to all students compared to information hidden behind a subscription-only website.

• Access to online language-learning apps compared to no access to digital tools

Certainty, Bias and Limits (Prompts 8–15)

8. To what extent is certainty attainable?
You can explore whether we can ever be completely certain about knowledge, or whether we can only be confident to different degrees.
Example objects:

• A weather forecast showing percentages of probability.

• A predicted exam grade compared to the actual final grade.

9. Are some types of knowledge less open to interpretation than others?
This prompt considers whether certain fields of knowledge, such as mathematics, lend themselves to fewer personal interpretations than others, like art or literature.
Example objects:

• A completed chemistry equation.

• An interpretation of a poem.

10. What challenges are raised by the dissemination and/or communication of knowledge?
This prompt is about the problems that can arise when sharing knowledge. Information may be oversimplified, misquoted, or distorted when passed on.
Example objects:

• A news headline on social media about a scientific study.

• The full research article.

11. Can new knowledge change established values or beliefs?
This prompt explores how discoveries can affect moral, cultural, or social values. New knowledge can confirm, challenge, or transform the way people think.
Example objects:

• A school science discovery that changes what students were taught in earlier years.

• A DNA ancestry report that alters how someone understands their identity.

12. Is bias inevitable in the production of knowledge?
Here, you’ll consider whether knowledge can ever be completely free from bias. Researchers may try to be objective, but personal, cultural, or financial influences can still affect outcomes.
Example objects:

• A history textbook written in one country compared to a textbook on the same topic written in another country.

• A scientific study showing its funding source.

13. How can we know that current knowledge is an improvement upon past knowledge?
This prompt asks how we judge whether new knowledge represents real progress. Do better methods, accuracy, or wider application prove improvement?
Example objects:

• Old medical treatments, such as leeches, compared to modern ones, like antibiotics.

• Early maps of the world compared to satellite images.

14. Does some knowledge belong only to particular communities of knowers?
Here, you explore whether certain knowledge is tied to specific groups, such as cultural, religious, or professional communities.
Example objects:

• Traditional knowledge about local ecosystems passed down in an Indigenous community.

• A recipe or ritual that is only shared inside a particular culture or religion.

15. What constraints are there on the pursuit of knowledge?
This prompt examines the limitations on what knowledge we can seek. These constraints might be ethical, legal, financial, or technological.
Example objects:

• A school science experiment that isn’t allowed because of safety rules.

• A research project that can’t be carried out due to a lack of funding.

Why We Seek Knowledge (Prompts 16–20)

16. Should some knowledge not be sought on ethical grounds?
This question asks whether there are things we should deliberately avoid investigating because of the harm they might cause.
Example objects:

• A news article about cloning humans.

• A debate about artificial intelligence and privacy.

17. Why do we seek knowledge?
This prompt explores our motivations for wanting to know things: curiosity, practical need, identity, or power.
Example objects:

• A student’s personal learning journal or diary.

• A quiz app that people use for fun as well as learning.

18. Are some things unknowable?
Here, you consider whether there are questions that can never be answered with evidence or method.
Example objects:

• A classified government file with most of the text blacked out.

• A philosophical question, such as “What happens after death?”

19. What counts as a good justification for a claim?
This prompt asks what turns a belief into something reasoned and defensible. You might explore logic, evidence, or expert opinion.
Example objects:

• A student’s debate speech supported with evidence.

• A scientific article that shows a clear method and results.

20. What is the relationship between personal experience and knowledge?
You’ll have the opportunity to consider how lived experiences influence what we know and how we know it.
Example objects:

• A reflective diary written by a student after an experiment.

• A travel journal describing cultural experiences.

Knowledge, Culture and Context (Prompts 21–24)

21. What is the relationship between knowledge and culture?
This prompt explores how culture shapes what is seen as knowledge and how it is valued.
Example objects:

• A history textbook written in one country compared to one written in another.

• A traditional healing practice from a specific culture.

22. What role do experts play in influencing our consumption or acquisition of knowledge?
This raises the question of how much we rely on experts to decide what to believe or accept as knowledge.
Example objects:

• A doctor’s prescription.

• A government health guideline.

23. How important are material tools in the production or acquisition of knowledge?
This prompt looks at how much tools — from lab equipment to technology — shape what we can know.
Example objects:

• A microscope in a school science lab.

• A calculator used to solve complex equations.

24. How might the context in which knowledge is presented influence whether it is accepted or rejected?
Here, you consider how the way knowledge is framed or where it is shared affects how people respond to it.
Example objects:

• A graph shared on social media compared to the same graph in a classroom.

• A speech delivered by a well-known politician versus one given by an ordinary citizen.

Knowledge, Society and Responsibility (Prompts 25–30)

25. How can we distinguish between knowledge, belief and opinion?
This prompt asks what criteria separate reliable knowledge from personal views or untested ideas.
Example objects:

• A fact-checked news report.

• A social media post expressing someone’s opinion.

26. Does our knowledge depend on our interactions with other knowers?
Here, you explore whether knowledge is built individually or whether it always depends on sharing and collaboration.
Example objects:

• A group science project report compared to an individual essay.

• An open-source Wikipedia page edited by many contributors.

27. Does all knowledge impose ethical obligations on those who know it?
This prompt asks whether having knowledge gives us a responsibility to act on it: for example, to share, to protect, or warn others.
Example objects:

• A climate change report.

• A student’s school records that contain sensitive information.

28. To what extent is objectivity possible in the production or acquisition of knowledge?
You’ll consider whether knowledge can ever be completely free from personal or cultural perspectives.
Example objects:

• A double-blind scientific experiment.

• A history essay shaped by the author’s perspective.

29. Who owns knowledge?
This prompt explores questions of ownership, intellectual property, and whether knowledge can belong to individuals, companies, or everyone.
Example objects:

• A patent certificate on an invented object.

• A Creative Commons licence on an image.

30. What role does imagination play in producing knowledge about the world?
Here, you think about how creativity and imagination help us make discoveries or create explanations.
Example objects:

• A scientific model sketched by a researcher.

• A science-fiction novel that inspired new technology.

Evidence, Explanation and Values (Prompts 31–35)

31. How can we judge when evidence is adequate?
This prompt asks how we decide if the amount and quality of evidence is enough to support a claim.
Example objects:

• A single online review of a product compared to a large set of reviews.

• A scientific meta-analysis combining results from many studies.

32. What makes a good explanation?
Here you explore what makes an explanation clear, convincing, and appropriate: accuracy, simplicity, or coherence.
Example objects:

• A teacher’s clear step-by-step explanation of a maths problem.

• A scientific diagram showing how photosynthesis works.

33. How is current knowledge shaped by its historical development?
This prompt asks how past discoveries and ideas influence what we know today.
Example objects:

• A timeline showing the development of atomic models.

• Old maps compared to modern digital maps.

34. In what ways do our values affect our acquisition of knowledge?
Here, you consider how personal or cultural values shape what we choose to study or pay attention to.
Example objects:

• A government funding decision that prioritises renewable energy.

• A school curriculum that includes or excludes certain topics.

35. In what ways do values affect the production of knowledge?
This prompt looks at how values influence how knowledge is created, from the methods chosen to the way findings are shared.
Example objects:

• Editorial policies in a news organisation.

• A scientific study that avoids testing on animals for ethical reasons.

How to Choose the Right TOK Prompt

With 35 TOK exhibition prompts to choose from, it’s easy to feel overwhelmed. The good news is that there’s no single “perfect” choice - just the one that works best for your interests, strengths, and the objects to hand. 

Here are a few simple checks to help you narrow the list quickly.

Start with your interests. Which prompts connect to topics or questions you actually find engaging? If you’re interested in science, you may be drawn to prompts that focus on evidence or reliability. If you enjoy literature or art, a prompt about interpretation or imagination might be a better fit.

Think about your strengths. Which subjects or skills do you feel most confident in? Choosing a prompt that overlaps with what you already know well makes it easier to write a strong commentary.

Look at objects you can realistically use. Sometimes it helps to brainstorm possible objects first, then see which prompts they connect to. This way, you avoid getting stuck with a prompt you like but no clear object examples to support it.

Finally, aim for clarity. Pick a prompt that gives you enough scope to explore ideas but is still focused enough that you won’t drift off topic. Remember, the best exhibitions are often the ones where students feel genuinely connected to their chosen question.

Tips for Starting Your Exhibition

Once you’ve chosen your prompt, the next step is building your exhibition around it. These tips will help you start strong:

1. Link every object directly to the prompt.
Don’t just describe the object. Explain clearly how it connects to the knowledge question. The stronger the link, the stronger your exhibition.

2. Focus on real-world context.
Your commentary should show why the object matters beyond the classroom. Where does it come from? Who uses it? Why is it significant?

3. Balance TOK ideas with personal insight.
It’s not enough to repeat theory. Show how the object makes you reflect on knowledge and, where appropriate, bring in your own perspective.

4. Keep the word limit in mind.
You only have 950 words, so plan carefully. As a rough guide, aim for approximately 300 words per object.

Frequently Asked Questions

Are these TOK exhibition prompts official from the IB?

Yes. The list of 35 prompts comes directly from the IB TOK Guide. You must use them exactly as written.

Can I choose more than one prompt for my exhibition?

No. You select one prompt, and all three of your objects must link to it.

Do these prompts change every year?

No. The list is fixed for the current TOK syllabus. All students use the same 35 prompts.

Can I make up my own prompt?

No. Only the official IB prompts are allowed. If you reword or invent a prompt, your exhibition won’t meet the assessment requirements.

Final Thoughts

The right TOK exhibition prompt will guide your objects and your commentary, but most importantly, it should feel meaningful to you. Take time to reflect, explore different options, and talk through ideas with teachers or classmates if you’re unsure. 

Once you’ve chosen, commit to it and let your creativity lead the way. This is your chance to bring Theory of Knowledge to life in your own words, with your own perspective.

For extra guidance to help you with your IB Diploma programme, check out our IB resources and IB study guides.

References:

• What is the Theory of Knowledge - International Baccalaureate® (opens in a new tab)

• Theory of Knowledge - International Baccalaureate® (opens in a new tab)

• Diploma Programme Core: Theory of Knowledge (opens in a new tab)