Worldviews: A Literature Review

Within the philosophical world of academia, there is continuing debate about the idea of worldviews. Naugle (2002 p253) suggests that as someone tries to define or theorise a worldview, their worldview is exhibited in the process. Sire indicates that all worldviews are embedded with presuppositions that define them (2015 p141). The term Worldview is derived from the German term Weltanschauung, when broken down is literally translated as “world and view” but deals with the beliefs a person has about things as they try to make sense of their world (Naugle 2002, Sire 2015, Goheen & Bartholomew 2008). In light of this, worldviews don’t focus so much on the physical world but the metaphysical world. The story behind what we see and interact with

Many people have tried to separate the idea of worldview and education, particularly in public education, but it’s impact cannot be ignored. Controversy arises though through the implications of people’s worldviews when applied to educational policy and practice (Naugle 2005 p260). Dowson (2014 p40) examines the organisational perspective of an educational philosophy as critical to guiding the purpose and objectives of educational institutions. In Christian education, Wolterstorff (2004 p256) highlights the need for faith to engage with and shape the learning of students. This has had a significant impact on the educational policy development of Christian Schools. Christian Schools Australia (CSA) (n.d) has developed “Christian Distinctive Teacher Standards”. These standards are additional to, but sit alongside the NSW Education and Standards Authority (NESA) (n.d) teacher accreditation standards so that they can assist christian schools in providing a framework for christian teachers. These standards are designed to compliment the NESA policy that enables accreditation with the overarching government body. This policy form CSA is set in line with a christian worldview that is communicated through their vision and mission

The primary vehicle for this is the teachers that deliver the curriculum in the classroom. These teachers are responsible for balancing the educational curriculum set by state or governing bodies, while presenting a worldview in line with their schools own vision and mission statements. Within this curriculum an opportunity will arise to explain metaphysical phenomena (Dowson 2014). Within this explanation, the worldview of the teacher will be conveyed, even if it is contradictory to the view of the schools (Naugle 2005, Sire 2014). In research conducted by Smith (2011), he commentated on the projection of young adults and the challenges they face. He resolved that confusion reigns as these emerging adults try to make sense of the world they live in and formulate their thoughts on deeper matters and things like Sire’s (2015) questions. This confusion does create an opportunity for a christian worldview to restore Shalom by presenting the Bible as a worldview and restoring peace as a means of interpreting reality (Wolterstorff 2014 p259). This communication is laid upon the shoulders of teachers, in both christian and non-christian schools to allow the Bible to be a reasonable option to consider as governing of worldview. Within Christian Education, this mandate should be approached with passion and enthusiasm as they have a greater opportunity to teach this worldview and its benefits. To achieve