A1 Level – Elementary
1. What is one thing you know well?
2. What did you learn yesterday?
3. What is the best place to find information?
4. Do you think school is important for knowledge?
5. What is the difference between knowing and guessing?
6. What subject do you know the most about?
7. Do you like learning new languages?
8. What is a common way to test knowledge?
9. Do you think old people know more than young people?
10. What is a common phrase that expresses doubt?
11. Do you use the internet to look up facts?
12. What makes a teacher good at sharing knowledge?
13. What is the difference between a fact and an opinion?
14. What makes a book a good source of knowledge?
15. What is the opposite of knowledge?
A2 Level – Pre-Intermediate
1. What are the key differences between theoretical knowledge and practical skills?
2. Describe one important piece of knowledge you learned outside of a formal classroom.
3. What are the pros and cons of relying entirely on search engines for quick facts?
4. What role does curiosity play in driving the search for new knowledge?
5. Have you ever realized that a long-held piece of your knowledge was incorrect?
6. What kind of knowledge is considered essential for all citizens to have?
7. What is the difference between general knowledge and specialized expertise?
8. What are common methods for memorizing important information?
9. How does technology (e.g., video lectures) make educational knowledge more accessible?
10. What are the biggest challenges of learning a new subject from scratch?
11. What is the importance of teaching critical thinking skills in high school?
12. Do you think true knowledge is more about asking questions than finding answers?
13. What are the challenges of dealing with misinformation and unreliable sources online?
14. What are the best ways to share complex knowledge with a non-expert audience?
15. What is the difference between believing something and knowing something?
B1 Level – Intermediate
1. Discuss the difficulty of keeping up with the rapid pace of new knowledge creation in the modern world.
2. How can education systems evolve to focus more on lifelong learning rather than temporary memorization?
3. What are the ethical issues surrounding the monetization and restricted access to academic knowledge (e.g., paywalled journals)?
4. Do you agree that specialized knowledge often leads to personal isolation or misunderstanding by the public?
5. Describe a time when combining two different types of knowledge led you to a unique insight.
6. To what extent should individuals be responsible for correcting misinformation they see online?
7. What role does failure and experimentation play in the process of scientific discovery?
8. How do cultural beliefs and traditions sometimes clash with newly established scientific knowledge?
9. Discuss the psychological phenomenon of the “Dunning-Kruger effect”—overestimating one’s own knowledge.
10. What are the challenges of deciding which pieces of historical knowledge are important enough to teach?
11. How does the concept of “intellectual humility” (admitting you don’t know) benefit the learning process?
12. Should public funding prioritize research that leads to immediate, practical knowledge over theoretical science?
13. What is the difference between knowledge and wisdom?
14. Discuss the concept of “knowledge economy”—how knowledge itself is a commodity.
15. What is the long-term impact of constantly being surrounded by sources of information (smartphones)?
B2 Level – Upper-Intermediate
1. How does the concentration of knowledge and information in the hands of a few tech companies affect public discourse?
2. What are the ethical arguments about the potential misuse of sensitive scientific knowledge (e.g., in bioweapons research)?
3. Should governments invest in universal access to educational materials, making them freely available to all citizens?
4. What are the psychological reasons why people cling to false beliefs despite overwhelming contradictory evidence?
5. How has generative AI changed the definition of “original knowledge” and authorship?
6. Discuss the idea that schools should focus more on *how* to learn and verify information rather than *what* to memorize.
7. What is the role of scientific peer review in ensuring the quality and validity of new knowledge claims?
8. How do our personal moral frameworks influence how we interpret and apply factual knowledge?
9. What are the challenges of translating complex scientific knowledge into policy decisions that affect the public?
10. Discuss the concept of “tacit knowledge”—practical knowledge that is hard to write down or teach explicitly.
11. What is the difference between knowledge derived from intuition and knowledge derived from empirical evidence?
12. Should there be stricter rules about the funding sources of scientific research to ensure impartiality?
13. What is the impact of cultural censorship on the types of knowledge that are publicly discussed and accepted?
14. How does the history of scientific discovery reflect the biases and limitations of the societies that produced it?
15. Discuss the idea that knowledge is fundamentally a public good that should not be owned or restricted.
C1 Level – Advanced
1. Analyze the socioeconomic factors that perpetuate the global “knowledge gap” between developed and developing nations.
2. To what degree should the legal system restrict the freedom of researchers to pursue knowledge with potentially catastrophic societal risks?
3. Discuss the philosophical concept of “epistemology”—the study of what constitutes valid knowledge and justified belief.
4. Evaluate the impact of new data visualization techniques on making complex, abstract knowledge accessible to the public.
5. How does the strategic use of technical jargon and complexity function to protect the exclusivity of specialized knowledge?
6. Examine the legal challenges of intellectual property when knowledge is generated collaboratively through large-scale open-source projects.
7. What ethical guidelines should govern the use of neuro-technology to enhance human memory and knowledge absorption?
8. Discuss the concept of “systemic ignorance”—the social process of collectively failing to know or acknowledge inconvenient truths.
9. How do different national policies on archival and data retention affect the historical knowledge available to future generations?
10. Analyze the interplay between political ideology and the selective emphasis or suppression of historical or scientific knowledge.
11. What ethical challenges arise when new knowledge (e.g., genetic screening) creates difficult choices for individuals and society?
12. Debate whether the focus on measurable, objective knowledge in education comes at the expense of subjective, creative understanding.
13. How does the architecture of libraries and universities subtly communicate the hierarchy and value of different forms of knowledge?
14. Discuss the concept of “post-modernism” and its critique of the idea of a single, objective truth or universal knowledge.
15. To what extent does the modern pursuit of total knowledge (e.g., Big Data) risk undermining the value of local, traditional wisdom?
C2 Level – Proficiency
1. How do you analyze the idea that knowledge acquisition is fundamentally a struggle against the entropy and decay of information?
2. Formulate a critique of scientific funding models that prioritize economically viable knowledge over socially necessary research.
3. Analyze the intersection of cognitive bias, social network theory, and the rapid virality of inaccurate or misleading knowledge.
4. Discuss the philosophical distinction between “verifiable knowledge” (what can be proven) and “existential knowledge” (understanding the self).
5. Critically evaluate the effectiveness of global digital literacy programs in combating sophisticated, coordinated disinformation campaigns.
6. Propose a new, universally accessible digital infrastructure for the collaborative creation and verification of public knowledge.
7. Examine the psychological function of knowledge in providing a sense of control, predictability, and safety in an uncertain world.
8. How does the semiotics of academic publishing (e.g., journal ranking) reinforce the authority and perceived quality of certain knowledge fields?
9. Discuss the ethical responsibilities of those who control large, centralized repositories of global knowledge (e.g., major search engines).
10. Analyze the historical relationship between the development of the printing press and the subsequent democratization of knowledge.
11. Articulate the inherent tension between the need for rapid scientific communication and the requirement for cautious, deliberate peer review.
12. Debate whether a system of total transparency in research (e.g., publishing all raw data) would improve or destroy scientific objectivity.
13. Assess the long-term societal effects of relying on machine-generated synthesis for the majority of human knowledge consumption.
14. Discuss the philosophical definition of ‘truth’ in a quantum or relativistic universe where observer dependence is a factor.
15. How might the principles of scientific methodology be used to model processes of complex institutional and political verification?
