Humans attempted to understand the world by devising theories, tests and investigations to pursue knowledge and discover new things, so that they could have a deeper understanding of what was happening around them. People are still seeking new knowledge by experimenting with new theories and revisiting some of the old ones, in order to reshape, evaluate and accept the knowledge they possess. However, some theories have been proven to be incorrect or partially true and have been discarded as knowledge. One theory cannot be considered completely wrong, but there is a possibility that another will arise that explores the topic outside the boundaries established by scientists. The knowledge-related questions raised are: is knowledge discarded or somehow restructured into new paradigms? Do all knowledge areas treat knowledge the same way? I will discuss the following knowledge problems in two areas of knowledge: natural sciences and art. Part of human knowledge derives from the complex theories established in the natural sciences. As scientists, we set the stage for an experiment and let other people create theories to explore beyond the known. So we look at the theories and choose the one that best describes the concept and tells us the most facts. When I was in my first year of IB physics, one of the topics was atomic and nuclear physics. The topic was mostly about nuclear structure, radioactive decay, nuclear reactions and so on, but there was something about that topic that caught my attention, the model of the atom. Since the 5th century, the understanding of the atom has evolved. The Greeks invented the idea of ​​the atom and believed that it was not physically divisible. So,… halfway through the article… it's hard to refute without conflicting evidence to prove the calculations wrong. In conclusion, knowledge is treated in different ways in each area and, depending on the way it is treated we decide whether it should be discarded or not. Knowledge is discarded when we reach a point that leads it to discard itself, which happens when theories overlap and one of the results is more structured and therefore exceeds the boundaries we have set for ourselves to acquire knowledge. Works Cited "Everything that is Science." Tuttoscience. Siyavula and Web. 18 December 2013.Lagemaat, Richard Van De. Theory of Knowledge for the IB Diploma. Cambridge: Cambridge UP, 2005. Print.Pajares, Frank. "The Structure of Scientific Revolutions". Wikipedia. WikimediaFoundation, 19 February 2014. Web. 24 February. 2014.