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Worldviews: A Literature Review

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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 …show more content…

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 …show more content…

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

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Introduced were the three main characters that are the focal point in the Christian worldview, including God who is sovereign and a triune God, humanity who began life in God’s good graces, but quickly fell away because of idolatry and bad choices early on, and Jesus, the Savior who came and rescued them. Crucified and then resurrected, Jesus restored humanity’s relationship with God and because of God’s infinite love, through grace, promised them life eternal. Through this, benefits and strengths of the Christian worldview were brought to the forefront along with some challenges that believers face. Finally, this discussion revealed my own beliefs in relationship to the Christian worldview.

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Horace Mann acknowledged many arguments made against common school reform during his tenth and twelfth annual reports to the Massachusetts Board of Education. Two of these oppositions included fear of religious division and concern of unwelcomed government involvement. In his advocacy for universal public education, Mann counteracted such disputes by insuring religion to be a private matter and government involvement to be a beneficial necessity for the common good. Resisters of common school reform accused supporters (including Mann) of introducing an “irreligious and anti-Christian” system and wanting to exclude religion from public education, while taking away religious authority and influence (Mann, 1848). Mann acknowledged these grave

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In The Puzzle of Experience, J. J. Valberg argues that, concerning the content of our visual experience, there is contention between the answer derived from reasoning and that found when 'open to experience '. The former leads to the conviction that a physical object can never be “the object of experience,” while with the latter “all we find is the world” (18). After first clarifying what is meant by 'object of experience ', the 'problematic reasoning ' will then be detailed. Afterwards, it will be explained how being 'open to experience ' opposes the reasoning, as well as why the resulting “puzzle” cannot be easily resolved. Lastly, a defence of Valberg 's argument will be offered on the grounds that it relevantly captures how we understand our visual

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The author argues that our Christian worldview should always be open for revision as we encounter new people, ideas, and experiences. We should learn to use a pencil more often than a pen when deciding what we believe. As an example, the author compared our worldview to that of a crossword puzzle. The argument was that each answer only fits if it works with the surrounding answers. One word might fit, but will not support the answer connected to it.

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Some of these concerns have been explored and articulated by such as Shirley Grundy, who sees it as overly dependent on “cultivation of wisdom and meaning-making in the classroom” and as a result the actual capability of students to “make sense” of subject matter and the world around them, can be

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