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...an impressive set of resources, readings, lesson starters, and activities. Compiled to address the new course guide for first teaching in 2020, here we have an approach to Theory of Knowledge that feels fresh and vibrant while still grounding the student in the time honored ways to approach the always difficult question of "How does one know?"

From the outset it is clear that this book is focused on taking the teacher and the student in a new direction. We begin with a treatment of the terms that form the core concepts of the new TOK guide and upon which the course will be structured. This is not uncharted territory, but seeing these terms front and center, and approaching them in clear and concise ways will allow students to gain a solid foundation in the terminology that will underpin the knowledge questions that are essential for success in Theory of Knowledge.

As the rest of the book unfolds, the student will find a rich offering of activities, scaffolding of key terms in accessible call out boxes, extensions for deeper thinking and assessment tips. The chapters clearly define the student outcomes while also identifying connections to other parts of the course. Case studies are interspersed throughout each chapter and give life and vitality (and precious real world examples) upon which the student can begin to frame and construct their new found knowledge building skills.

This text feels modern and of the moment. I believe it is perfectly placed to accompany the student and teacher as they approach a course that has undergone a major update to the structure. The authors' examples are current, interesting and should resonate with students who are faced with daily decisions about how to evaluate information in our increasingly complex world.

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Daryl Hitchcock, Theory of Knowledge Department Head, Leysin American School, Leysin, Switzerland

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As a veteran Theory of Knowledge teacher, I find this textbook to be refreshing and approachable, engaging both the inexperienced and seasoned Theory of Knowledge teacher on multiple levels. One of the exciting new aspects is how it applies the new curriculum in a thoughtful manner. The book is organized to be not only aesthetically pleasing, but also practical in structure. Every chapter is outlined with core objectives relating back to the Theory of Knowledge subject guide, and is appropriately aligned with the objectives and aims of the International Baccalaureate program. The chapters relate back to the learner profile as well as the major assessments within the course, providing very clear assessment advice for the student exhibition as well as the prescribed title essay. The text fits nicely within the structure of the suggested syllabus of the IB program. Benchmarks and student misconceptions are incorporated to use as stopping points to monitor student understanding.

What I like the most is how interactive the textbook is. Many scannable QR codes are embedded in the text which provide students with supplementary resources and concept connections. Numerous authentic examplesare provided that support the introductory implementation of the concepts as well as the more challenging higher level application of the material.

It is easy to tell that it has been written by educators who are very familiar with and passionate about the subject of Theory of Knowledge. The book demonstrates a dedication to providing relatable, relevant ideas in a subject area that can be challenging to make accessible to high school students. The textbook includes an element of liveliness within the student activities that allows for dynamic class discussions on a relatable and appealing level while deconstructing oftentimes difficult and more obscure terminology and concepts. The case studies included are poignant and in-depth, and clear examples of knowledge questions are provided, allowing for a more thorough grasp of the content.

Overall, one of the greatest assets of the text is how the educator is provided with a sense of confidence when adapting the lessons to their own vision of the course while successfully applying the TOK pedagogy with fidelity.

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Keith Hollowell, IB Theory of Knowledge Teacher, Virginia Commonwealth University Adjunct Faculty

«As an experienced TOK teacher, I particularly liked the addition of the 'TOK traps' sections, which cover potentially difficult areas and offer tips on how to avoid commonly made mistakes. On a related note, I really liked the textbook's extensive explanation of key concepts of TOK. I will certainly make use of this section of the course book when it comes to essay writing time.»

An Gulinck, British International School Ho Chi Minh City, Vietnam, An Gulinck, Head of French department, TOK and MFL teacher, British International School Ho Chi Minh

«Hodder's Theory of Knowledge, 4th edition, boldly enters a new universe of TOK education. Reflecting IB's total revamp of the TOK curriculum, this text takes "what do we know and how do we know it?" to a new level. Henly ...and Sprague, both esteemed TOK experts, have masterfully created both a course guide and a resource textbook for teachers and students alike.»

Priscilla L. Biddle, IB Coordinator, Henrico High School, Virginia, USA

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Hodder's Theory of Knowledge, 4th edition, boldly enters a new universe of TOK education. Reflecting IB's total revamp of the TOK curriculum, this text takes "what do we know and how do we know it?" to a new level. Henly, co-author of the 3rd Edition, and Sprague, both esteemed TOK experts, have masterfully created both a course guide and a resource textbook for teachers and students alike. Veteran TOK teachers may find the TOK curriculum changes disconcerting - the exclusion of the ways of knowing as a central part of the curriculum, for example - but armed with this text, they and their students may navigate new perspectives with confidence.


Illustrations provide visual relief to pages dense with text. Many of the illustrations have captions that pose questions, making the pages more interactive. As well, words that might be unfamiliar to students are highlighted in the text and defined in the margin. This inclusion ensures that students don't get lost in the text by bypassing unfamiliar words. Finally, the writing is both enjoyable and practical. Examples demonstrate an obvious sense of humor, from the first anecdote of getting eaten by a tiger to later examples of "bats, banana slugs and Bengal tigers" and hairy hobbit feet, making the reading engaging to young people. This sometimes playful use of real-life examples models for students how claims should be supported with original evidence for the Prescribed Title Essay, again effectively integrating course content with practical assistance.

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Priscilla Biddle - IB Coordinator, Henrico High School, Virginia, USA

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...a visually accessible book for both teachers and students alike. It is user-friendly and extremely relevant in terms of content, considering the latest changes in the curriculum. It covers all the sections of the course, both the compulsory ones and the optional themes and it includes a good balance of both conceptual and descriptive sections with activities that can be used in class but which could potentially be used individually as well by pupils.

I particularly like the glossary section, which appears nearly in every page and which addresses specific terminology with definitions. The visuals, tables and specific boxes offer stimulating support and they constitute an attractive option to the eye, aside from the very clear narratives designed with appropriate and comprehensible language. The colours, shapes and boxes all over the book add a cool design to the pages and offer fluidity to an already dense subject, something which I believe is somewhat welcoming to the reader.

Case studies offer a very strong link to RLS and they constitute a very appropriate pragmatic approach to a subject which is already very conceptual in its approach; I believe that this feature will help students to make connections with the real world, something essential by the time they tackle the IA.

QR symbols incorporate digital literacy into the picture, making the textbook interactive and allowing students to have different ways of learning, either through online articles of videos. Finally, I like how there is a works cited section at the end of every chapter, role-modelling aspects of academic honesty that students must address in every IB assignment.

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Elena Mora, Former IB DP coordinator and Head of Theory of Knowledge