What is the relationship between knowing and understanding?
This IB Theory of Knowledge essay, based on the November 2025 prescribed title, explores the relationship between knowing and understanding through the lens of two Areas of Knowledge: natural sciences and history. The essay investigates how factual knowledge serves as a foundation for understanding in disciplines like genetics and historical analysis, while also examining instances where deep conceptual understanding can precede or exist independently of complete empirical knowledge. Drawing on examples such as the discovery of DNA, Einstein’s theory of relativity, the causes of World War II, and patterns of revolution, the essay critically analyzes the dynamic interplay between knowing and understanding, ultimately arguing that while they are interconnected, they are not always mutually dependent.
March 25, 2025
* The sample essays are for browsing purposes only and are not to be submitted as original work to avoid issues with plagiarism.
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What Is the Relationship Between Knowing and Understanding? Discuss With
Reference to Two Areas of Knowledge
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What Is the Relationship Between Knowing and Understanding? Discuss With
Reference to Two Areas of Knowledge
Cathy Todaro asserted that "understanding someone is more important than knowing
someone." The relationship between knowing and understanding is multifaceted and
independent. Knowing can be both a process and a product that happens through different
ways of knowing, like perception, reason, and emotion. As a process, it involves an approach
to coming to know the phenomenon. As a product, knowing involves the resultant of
knowing the process. However, understanding involves comprehending and grasping the
meaning, significance, nature, or details of something. It comprises the capability to interpret
information, make connections, and derive meaning from the content. A study shows that
understanding goes beyond just awareness because it indicates a deeper level of perspective
and knowledge (Blaha et al., 2022). Even though individuals can know something without
fully understanding it, true comprehension mostly deepens knowledge. This paper examines
the relationship between knowing and understanding in natural science and history.
Following the prompt, "What is the relationship between knowing and understanding?” This
paper highlights how knowing and understanding interact in history and natural science,
when they rely on each other, and when one can exist without the other, ultimately exposing
their complex and dynamic relationship.
In natural science, knowing facts, laws, and models is the foundation for profound
understanding. Various scientific principles, including Newton's laws of motion, the
principles of genetics, and the laws of thermodynamics, among others, must first be known
before scientists can understand their applications and implications. Without knowledge,
comprehension remains unbearable because understanding demands processing and applying
known information to different contexts. One crucial example that supports this claim
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involves the discovery of DNA’s double-helix structure established by Watson and Francis
Crick in 1953 (Cortés, 2023). This discovery marked a milestone in scientific history and
gave rise to modern molecule biology, which is heavily concerned with understanding how
genes control the chemical processes in cells. However, before scientists understood how
genetic information is stored and conveyed, they had to know the chemical elements of DNA,
like its nucleotide bases and molecular bonds. With such knowledge, Watson and Crick might
then understand the helical structure and complementary base pairing, resulting in advances
in genetics and biotechnology (Cortés, 2023). A study showed that “experiments conducted
by Hershey and Chase studied the transmission of genetic information in a virus known as T2
bacteriophage” to clarify how DNA is carried to the nucleus (Hernandez, 2019, p. 5).
Therefore, this example underscores that knowing the components of DNA (facts and data)
was needed before scientists might understand its biological function. Without prior
knowledge of nucleotides and chemical interactions, the breakthrough in genetic science
might not have been possible. It shows how knowing is crucial for natural scientists to
understand the specific workings and applications of models.
However, an individual can develop an understanding of scientific ideas even without
knowing all the complex details. Scientists often depend on instinct, pattern recognition, and
theoretical reasoning to make sense of multifaceted phenomena before acquiring all the
supporting empirical data. A study revealed that science-related choices are thought to depend
on a multifaceted interplay of cognitive styles, intellectual skills, behaviors, and motivation
toward evidence (Dawson et al., 2024). This indicates that understanding can sometimes exist
independently of complete factual knowledge. A crucial example to support this point of view
involves Albert Einstein's development of the theory of relativity. Einstein, in his early 20th-
century discovery, proposed revolutionary concepts describing the nature of space, time, and
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gravity through his Special and General Theories of Relativity (Elizalde & Elizalde, 2021).
He expressed such a model based on logical reasoning and mathematic equations, even
though many of such implications remained untested for decades. For example, Einstein once
predicted the presence of gravitational waves in 1916. However, such waves were empirically
detected 100 years later, in 2015, by the Laser Interferometer Gravitational-Wave
Observatory (LIGO) (Vitale, 2021). The 2015 discovery confirmed Einstein's major
prediction and opened up unprecedented new windows into the cosmos. Regardless of
Einstein's lack of complete knowledge at the time, he specifically understood the
fundamental principles governing the universe (Vitale, 2021). Therefore, this example
demonstrates that understanding does not necessarily depend on full knowledge. His model
shaped contemporary physics long before improvements in technology and accepted their
complete substantiations. However, the example challenges the idea that knowledge must
often precede understanding, as scientific breakthroughs mostly arise from deep conceptual
understanding instead of a simple accumulation of facts. Understanding, in such a view, can
guide the search for knowledge instead of the other way around.
Generally, knowing in natural science is crucial for understanding, as examined in the
discovery of DNA structures. However, understanding can, at times, arise without full
knowledge, as revealed by Einstein's relativity theory. Such understanding suggests a
dynamic relationship where both elements support and influence each other.
Just like in natural science, knowing historical facts is crucial for understanding
historical events. History is an AoK that relies largely on concrete facts like dates, events,
primary sources, and key figures. The lack of factual knowledge affects historical
understanding, making it incomplete or deceptive (Ahen, 2019). Knowing specific causes,
consequences, and inspirations behind historical events allows for up-to-date examination
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and interpretation, limiting oversimplification or misrepresentation of historical truth. One
important example to support this claim involves studying the causes of World War II
(Roediger III, 2019). While trying to understand the causes of the Second World War,
learners must first acquire foundation knowledge of critical events that resulted in the conflict
during this period. This comprises information on the Treaty of Versailles (1919), which
enacted harsh penalties on Germany, the emergence of Adolf Hitler and Nazi ideology, and
the economic instability of the 1930s resulting from the Great Depression. For instance,
research identified that the Versailles Treaty contained a "war guilt clause," which held
Germany completely responsible for starting World War II (Yonkman & Doellinger, 2021).
Without such factual knowledge about the beginnings of the war, an individual cannot fully
grasp how political, social, and economic influences created conditions that made the war
almost unavoidable. This example demonstrates that knowing historical facts is needed for a
profound understanding of historical events. If a learner were to examine World War II
without knowing its causes, they might wrongly believe the war was just a result of
Germany's aggression, disregarding the role of global diplomacy, political ideologies, and
economic conditions (Yonkman & Doellinger, 2021). Without factual knowledge, historians
may provide an oversimplified and distorted view of historical events. This implies that
learning crucial historical facts helps individuals to develop a nuanced understanding of
historical events, allowing for a critical examination of varying perspectives, recognized
patterns, and utilized historical lessons to contemporary issues.
However, one might argue that understanding history does not always demand
complete factual knowledge. Even though factual knowledge is crucial in historical
endeavors, its understanding can be developed without historians memorizing every specific
fact. More comprehensive historical themes, like economic exploitations, power struggles,
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and human rights violations, can be understood even when an individual does not know the
exact dates or complex information of such specific events (Durepos et al., 2021). Such a
perspective demonstrates that a theoretical understanding of history can occur independently
of complete factual knowledge. One crucial instance that can help clarify such thinking
involves the general patterns of revolution. An individual can grasp the general idea of
revolution (especially how disregarded groups challenged existing authority) without
knowing the exact details of the American Revolution (1776), Russian Revolution (1817), or
French Revolution (1789) (Faxneld, 2025). Those studying history might classify that
revolution often emerged from widespread dissatisfaction, political oppression, or economic
hardships. While they might lack specific knowledge of every event, they can still understand
common dynamics of revolutions, including how social classes mobilize, how the authority
reacts, and how change is introduced (Rozov, 2022). The example of revolution shows how
broad historical patterns can be understood without profound factual knowledge of specific
events. This implies that people do not need to memorize every leader's name or exact fight
data to identify that revolutions mostly follow similar trajectories. Comprehending general
principles of power, resistance, and oppression allows for meaningful engagement with
history, even when complete factual knowledge is missing. Therefore, this example
demonstrates that while knowledge improves historical insights, understanding can still
happen through broader conceptual examination.
Generally, factual knowledge is necessary for understanding particular events in
history, as seen in the causes of World War II. However, the exploration of revolution patterns
can be understood without concrete factual knowledge. Therefore, the examples in history
illustrate that knowing and understanding are interconnected but not often dependent on one
another.
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In conclusion, knowing and understanding are indeed complex and vary across
different areas of knowledge. Factual knowledge in natural sciences mostly offers
foundational understanding, as seen in the case of discovering the DNA double-helix
structure. However, Einstein’s model illustrates how deep theoretical clarification can
sometimes precede complete empirical knowledge. Such varying perspectives are similar in
history, where knowing particular facts is needed to develop accurate accounts of events such
as the Second World War. However, the exploration shows that more profound historical
ideas, like revolutions and power struggles, can be understood even without memorizing
specific details. Such a perspective reveals that while knowledge and understanding might be
interconnected, they are not often dependent on each other. In some cases, knowledge ensures
deeper understanding. However, conceptual understandings can emerge independently. This
calls for natural scientists and historians to balance knowing and understanding to ensure a
more holistic and meaningful engagement with knowledge.
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References
Ahen, F. (2019). Futures of new post-truth: new research frontiers on disturbingly fascinating
pathologies affecting information dissemination and knowledge
production. foresight, 21(5), 563-581.
Blaha, L. M., Abrams, M., Bibyk, S. A., Bonial, C., Hartzler, B. M., Hsu, C. D., Khemlani,
S., King, J., St Amant, R., Trafton, J. G., & Wong, R. (2022). Understanding is a
process. Frontiers in Systems Neuroscience, 16. https://doi.org/10.3389/
fnsys.2022.800280
Cortés, M. E. (2023). Seventy years of the double helix that changed biomedicine. Revista
Habanera de Ciencias Médicas, 22(6), 2.
Dawson, C., Julku, H., Pihlajamäki, M., Kaakinen, J. K., Schooler, J. W., & Simola, J.
(2024). Evidence-based scientific thinking and decision-making in everyday
life. Cognitive Research: Principles and Implications, 9(1), 50.
Durepos, G., Shaffner, E. C., & Taylor, S. (2021). Developing critical organizational history:
Context, practice and implications. Organization, 28(3), 449-467.
Elizalde, E., & Elizalde, E. (2021). The theory of general relativity and its main
solutions. The True Story of Modern Cosmology: Origins, Main Actors and
Breakthroughs, 81-136.
Faxneld, P. (2025). AGE OF REVOLUTION. The Routledge History of the Devil in the
Western Tradition, 357.
Hernandez, V. (2019). The Hershey-Chase Experiments (1952), by Alfred Hershey and
Martha Chase. Arizona State University. School of Life Sciences. Center for Biology
and Society. Embryo Project Encyclopedia.| Arizona Board of Regents.
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Roediger III, H. L., Abel, M., Umanath, S., Shaffer, R. A., Fairfield, B., Takahashi, M., &
Wertsch, J. V. (2019). Competing national memories of World War II. Proceedings of
the National Academy of Sciences, 116(34), 16678-16686.
Rozov, N. S. (2022). Typology and principles of dynamics of revolutionary waves in world
history. In Handbook of revolutions in the 21st century: The new waves of revolutions,
and the causes and effects of disruptive political change (pp. 241-264). Cham: Springer
International Publishing.
Vitale, S. (2021). The first 5 years of gravitational-wave astrophysics. Science, 372(6546),
eabc7397.
Yonkman, M., & Doellinger, D. J. (2021). The Treaty of Versailles and the Rise of Nazism in
Germany, 1918-1933 (Doctoral dissertation, Western Oregon University).
March 25, 2025
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Academic level:
High school
Type of paper:
IB ToK Essay
Discipline:
History and natural sciences
Citation:
APA
Pages:
6 (1600 words)
Spacing:
Double
* The sample essays are for browsing purposes only and are not to be submitted as original work to avoid issues with plagiarism.
