Worldview(s) 1
Biblical Worldview
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
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Worldview(s) 2
Biblical Worldview
Is a worldview a concept or a particular philosophy? “…Anderson et al. (2017) defined
worldview as "the conceptual lens through which we see, understand, and interpret the world and
our place within it"(p. 8) (Anderson et al., 2017, as stated in Knabb et al., 2024). In essence, a
person's worldview is shaped by their reality and how they perceive the world around them.
Naturally, the environmental and cultural exposures play a significant role in molding those
perceptions. “While culture can be understood at varying levels of specificity, the “deep
structure” of culture (Jackson & Meadows, 1991, p. 72) can be understood as a fundamental set
of assumptions about the world and our place in it, which is shared by members of a given
cultural group and sometimes referred to as a worldview” (Knabb et al., 2025). More
specifically, the composition of beliefs, or lack thereof, in the origin of mankind, one’s identity,
meaning or purpose in life, morality, and questions of destiny culminate into the summation that
composes one’s basic influential framework decision-making processes, which are equivalent to
an individual's worldview and how life is approached. (Weider, 2023) As aspiring educators, we
must expand beyond worldview generalities and explore further what it means to be beholden to
a biblical worldview as we stylize our Christian educational philosophies to manifest and deliver
teachings as guided by the Good Word.
Whether knowingly or unknowingly, all people possess a worldview, albeit that belief
can evolve or undergo radical changes in response to particular experiences or exposures. Such
transformations may occur upon experiencing traumatic or life-changing events, resulting in a
search for meaning in life, often leading to some form of spiritual enlightenment, such as
discovering Buddhism, Judaism, Islam, Hinduism, or Christianity. However, although “guiding
assumptions (or faith) is inherent in every worldview, system of thought, or religion” (Kim et al.,
Worldview(s) 3
2011), religion is not synonymous with worldview(s), although some do share similarities.
Though from a biblical perspective, meaning religions who share views and use of the standard
old testament bible, there are but two Judaism and Christianity and the Judeo-Christian cultures
stand apart from all other worldviews in that there is no quest to learn of our origin as they share
strong convictions in the meaning of life and faithful belief that mankind is a creation of God,
and through His son, Jesus Christ, believers will have life beyond earth translating to everlasting
life. “The mainstream Judeo‐Christian view is that human life is sacred just because God decrees
that it is sacred and not because God somehow invests in human life” (Clark, 2023). Beyond
trust, there is faith in the Judeo-Christian communities that Jesus is the savior whom people must
accept to achieve everlasting life. Judeo-Christians share a common purposeful interest in life,
following the Ten Commandments and allowing the Word to be their authority in everyday life,
serving His purpose as described in Scripture. In doing so, to live with purpose, to be at one’s
best, there must be a willingness to assert a level of nonjudgment, determination, and willingness
to change or alter one’s mindset to open the heart and mind of oneself and potentially others
through demonstrated altruism and self-sacrifice. (Calkins 2000; Colson and Pearcey 1999, as
stated in Kim et al., 2012). “Every believer is responsible to live in obedience to the Word of
God in separation from sin” (Liberty University, 2021).
As Judeo-Christians, educators, and leaders in our communities, we must exhibit and
radiate obedience to the Word of God. All the while, we must be mindful of the tone and
methodology utilized with our learners. Should the educator be quick to anger or hasty in using
hostile tones, students not only note the demeanor and mimic the behavior but also remain at risk
for developing a skewed worldview, for which the educator plays a vital role in molding. The
approach, techniques, and methodology utilized in the educational setting are essential to inspire,
Worldview(s) 4
make receptive, encourage, and break through to a positive mindset, as opposed to reinforcing
perspectives and behaviors our youth are commonly exposed to.
“Koltko-Rivera defined worldview as "a set of assumptions about physical and
social reality that may have powerful effects on cognition and behavior" (p. 3),
with particular beliefs and views about human nature (e.g., good versus evil),
human will, agency, and autonomy (e.g., free will versus determinism), moral
behaviors (e.g., human versus deity-derived), relationships (e.g., individual versus
collective), truth (e.g., relative versus objective), and reality (e.g., material versus
spiritual), among others” (Kloko-Rivera, 2004 as stated in Knabb et al., 2024).
“One’s conception of the roles and functions of the teacher and the learner depends on
one’s view of human nature and society” (Gutek, 2013). Christian educators must be exemplary
in every manner as well as thoughtful in the delivery of guiding passages. Ecclesiastes
encompasses the life of Solomon, who spent a considerable portion of his life focused on
monetary gains. However, nearing the end of Solomon's life, he questioned the measured
meaning of the legacy he had created during his lifespan on earth with regret. Solomon’s parting
words were to trust in the Lord and follow him, as Solomon had come to realize that absent the
Lord, which he understood he had neglected to give his undivided attention throughout his
epoch, he would be no more than dust. The meaning of life must be passed on to our student
disciples, which can be realized through the teachings derived from figures such as Solomon,
Moses, Daniel, and the Apostle Paul, among many others. “St. Francis of Assisi implored his
parishioners to Preach the Gospel always, and when necessary, use words" (Simple, 2005, as
stated in Bartlett, 2007). The time to use ethical dialogue in our teaching philosophies is now.
Still, we should recognize the different kinds of gifts that share the same Spirit, as discussed in I
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Corinthians 12. We can conceptualize “…intelligence in … different regions, including
linguistic, logical-mathematical,
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musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and existential” (Smith, 2002, as
stated in Bartlett, 2007). As educators, we must ebb and flow, adapting to our students' and their
needs. A student-centered approach can be followed so long as the educator is careful to pull
back and take the lead when needed. (Pearcy, 2020). Drawing upon our gifts and those of our
students, a tone can be established that embodies a relationship of trust, willing and able to
receive and process both metaphysical and epistemological (why and how) explanations that
expand beyond societal norms. Oftentimes, trust must be experienced to be sustained. Like love,
trust is not a concrete object we see. It is the acts of love and trust that can be witnessed, not the
love and trust itself. Although both of these concepts can be considered to have epistemological
aspects, they are primarily metaphysical in nature; both are significantly influential in
relationship building and behavior. The “process-oriented educator looks to the child’s interest to
set the stage for initiating the teacher-learner relationship” (Gutek, 2013). Through
relationship(s), a stage is established to begin the teachings that encompass each metaphysical
and epistemological subject matter, curriculum in “the systematic sequence of courses of subject
that forms the school’s formal instructional program,” ethical and moral values from teachings of
the Word while molding the learners worldview in their formative years.
Mankind is instructed in the Canon to dutifully and diligently teach our children.
(Deuteronomy 6:6-7). Presenting a biblical worldview in the educational setting extends beyond
reading passages; if a public school system employs one, such acts may be subject to arbitration
processes. However, a biblical worldview approach can deliver biblical perspectives. Romans
12:2 warns against ensuring the world’s “pattern.” As we develop our educational philosophies,
we must remain mindful and receptive to receiving guidance as to how instruction should be
delivered from our biblical worldview perspective, as Psalm 32:8 speaks to us directly from The
Worldview(s) 7
Almighty, sharing, “I will teach you and guide you in the way you should live. I will watch over
you and be your guide.”
Worldview(s) 8
References
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