BILBLICAL WORLDVIEW 1
Biblical Worldview
Jamie Zander
School of Education, Liberty University
BILBLICAL WORLDVIEW 2
Biblical Worldview
As individuals in any society mature, grow, and learn, they inevitably develop a “worldview” in
order to make meaning of the events and circumstances that surround them. This worldview may be
shaped by many factors including (but not limited to) socio-economic status, race/ethnicity, language,
educational experiences, family dynamics, movies/media, and (of course) religion. Larger than basic
ideology, a worldview guides our ideas and thoughts throughout our day(s) and ultimately informs the
course of action we take as humans. Worldviews range from a biblical worldview, where absolute truth is
found in God’s word, through the post-modern, a perspective which holds that no truth is absolute and
that action and thoughts derive from upbringing and surrounding culture. Within this continuum fall the
secular, a worldview based on personal preference and scientific, based on the “testable” sciences.
An early move toward pragmatism (and a recent resurgence in the approach) has been a
hallmark of modern institutional education. The idea that knowledge and truth can be attained via
human experience – while not new – enjoys rich support from secular society, as it stands to challenge
the more traditional philosophies of a priori knowledge systems (Gutek, 2014). The move away from
absolute reality leaves learners without a clear path toward a logical understanding of their existence, as
well as leaves them void of a clear purpose for their learning in the context of their future endeavors. It
is accepted herein, that the path and the purpose are the Lord and his sacred words. By adopting a
biblical worldview and Christian philosophy of education, instructors prepare learners for more than just
the acquisition of knowledge/skills; they prepare their pupils for a lasting relationship with the Lord.
Biblical Worldview
The biblical worldview holds that the truths of our existence are explicitly found in the text of
the Bible. God’s word is unfailing and it supersedes all worldviews including a “Christian Worldview” as
the ultimate authority. In much of the literature, the terms “Biblical Worldview” and “Christian
Worldview” are used interchangeably; however, distinctions between the expressions are significant in
BILBLICAL WORLDVIEW 3
the context of the delivery of instruction. While Christian mores, traditions, values, and teachings are
important and align with the ethics of a biblical approach, they fall short in their lack of roots in the
written word(s) of the scriptures.
In the biblical worldview, learners are shown that the secular pursuits of knowledge have failed
humans since the creation. Following the time of Adam and Eve’s first exploration for truth, mankind
continuously falls for traps which lay outside the faith-based approach that the Creator knows all (and
that knowledge lives in the words of our scripture). Even though the first couple originally held the belief
that God determined truth and morality, their pursuit for knowledge went awry when they entered the
garden and chose a path of self-exploration (Genesis 3:6-7, n.d.).
Through the effective exhibition of a biblical worldview, teachers can provide a mechanism for
gaining knowledge and cataloguing facts about the world which comport with the word of God. The
biblical worldview is embodied Romans 12:2, as it is in other passages of the book of Romans, “…and be
not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove
what is that good, and acceptable, and perfect, will of God”. Research since the mid-1980’s has studied
the unfortunate decline of the biblical worldview, with under five percent of families in America holding
to these perspectives in any true measure by the early 2000’s (A Biblical Worldview Has a Radical Effect
on a Person’s Life, n.d.).
Christian Philosophy of Education
A true, Judeo-Christian philosophy of education embraces the need to (1) teach content
knowledge and (2) build qualities of character in students, while (3) preparing them for practical uses in
the future. All elements of the curriculum are taught with support from the scriptures, recognizing that
the ultimate truths are found in the timeless words of the Lord. The end-goal of the Christian philosophy
of education is to help students build a strong(er) relationship to the principal figure of truth (i.e., God).
BILBLICAL WORLDVIEW 4
Since it is recognized that God is THE source of truth and morality, it follows logically that a
coherent philosophy of education must hold God’s word as central. In a Judeo-Christian philosophy of
education, the truth of scripture is foundational to all learning. It is essential in affording young learners
a path toward revelation with God, as they are made in His image. Through incorporation of scripture in
the curriculum, the teacher is not only able increase the knowledge-base of students with examples
derived from divine words, but is also able to foster the values of integrity (Psalm 15:1-2), loving/caring
(John 13:34-35), respect for authority (Hebrews 13:17), and the pursuit of merit/excellence (Colossians
3:23) that are essential to building and maintaining a strong relationship to Him. “Train up a child in the
way (he) should go and when (he) is old, (he) will not depart from it” (Proverbs 22:6) is a directive to
model our assimilation of scripture for the learner in an unambiguous manner.
Implications for Educational Practice
In aligning a biblical worldview and a Christian philosophy of education with the curricular
expectations of today’s schools, students are able to discover absolute truths which are grounded in age-
old words spoken from on high. Regardless of the nature of the material presented in the lesson-of-the-
day, offering the biblical reference(s) of the skill or concept establishes its authority as fact. This directly
aids in fostering the relationship between the learners and God, “for the Lord giveth wisdom – out of His
mouth cometh knowledge and understanding” (Proverbs 2:6).
The values of the biblical worldview and a Christian philosophy of education can inform all
content areas, including our core math, history, natural sciences, and the language arts. The obvious
themes of “sharing/borrowing” in arithmetic, the elevation of historical figures with integrity, the grand
order of nature, and the quest of greatness/piety in literature are threaded with biblical roots. In the
service of Special Education, the Christian ideals of integrity, loving/caring, pursuit of merit/excellence,
and membership are particularly vital. Modeling these values in instruction equips the learners to use
BILBLICAL WORLDVIEW 5
critical thinking, build effective study skills, understand their universe, and communicate their thoughts
with an eye to the biblical origins of their newly-acquired wisdom.
Kindness, patience, and acceptance are additional virtues that flow through both a biblical
worldview and a Christian philosophy in education. The necessity to bring these to the forefront is often
magnified when educating students with special learning needs, especially as this vulnerable population
often lacks the ability to make natural connections between God and what they are expected to learn in
school.
Conclusion
As we are immersed in a decidedly secular world, it is all the more important that we
incorporate a biblical worldview and Christian philosophy of education into our everyday teaching
practices. This extends beyond simply reciting passages from scripture at the onset of our lessons, but
rather to helping student explore how the skill/knowledge at hand relates directly to the absolute truths
found throughout the verses of the Bible. Constantly modeling how facts and educational experiences tie
frankly to original scripture allows for the learners to grow both in knowledge and in their relationship
with God.
Advocacy of a biblical worldview and a Christian philosophy of education within the classroom
offers a parallel and organized framework of learning which mirrors the perfect authority of God’s words.
Constant modeling of these approaches helps align learners’ minds to the truths that are matched in
practice to scripture and shields them from repeating the same mistake(s) of seeking knowledge outside
of the words of God that Adam and Eve fell prey to in the garden. As pragmatism, the scientific
worldview, and other secular strategies of the organization of knowledge abound in our educational
system, it is all-the-more important to highlight the through-lines of scripture and heavenly text in order
to foster learners who seek to live their life in the image of the Lord.
BILBLICAL WORLDVIEW 6
References
A biblical worldview has a radical effect on a person’s life. (n.d.). Barna Group. Retrieved
September 18, 2022, from https://www.barna.com/research/a-biblical-worldview-has-a-
radical-effect-on-a-persons-life/
Colossians 3. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/nt/col/3?lang=eng
Genesis 3. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/ot/gen/3?lang=eng
Hebrews 13. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/nt/heb/13?lang=eng
John 13. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/nt/john/13?lang=eng
Proverbs 2. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/ot/prov/2?lang=eng
Proverbs 22. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/ot/prov/22?lang=eng
Psalm 15. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/ot/ps/15?lang=eng
Romans 12. (n.d.). Retrieved September 18, 2022, from
https://www.churchofjesuschrist.org/study/scriptures/nt/rom/12?lang=eng
Gutek, G. (2014) Pragmatism and education.
A. Davis. Philosophical, Ideological, and Theoretical Perspectives on Education (2nd ed., pp.76).
Pearson.
Powered by TCPDF (www.tcpdf.org)
