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Vital in undertaking identification of worldview concepts in the study of developmental
psychology theory, is the uncovering of underlying ideologies driving a theorist’s goals and
premises, often, contrary to one’s worldview. Referencing personal core beliefs is an
essential task in this process. These foundational presuppositions (Cashion, et. al., 2019, p. 9)
ensure that critical investigation is guided by and honors one’s beliefs. Cashion, et. al. (2019)
noted that four basic questions determine worldview: where people come from, where
headed, what meaning life holds, and whether truth exists (p. 10). Why is this important?
Strongly delineated from the pervasive worldview, which can and does change, based on
an individual’s relative perception and life experience, is the influence distinctly honoring the
premise that man was created by God, in His image, and that as a spiritual being, heaven will
be his final destiny. Additionally, for consideration of life’s meaning, though man lives in a
fallen, physical world, he essentially lives in the spiritual dimension in which the miraculous
exists (Cashion, et. al., 2019, p.10). This encapsulates the Judeo-Christian worldview,
opposed to positions outside its sphere, because those relative theories only organize ideas,
but God’s law is unchanging and absolute (p.10), providing the ‘truth sieve’ to which a
similarity check of Vigotsky’s Sociocultural Theory will be viewed.
Lev Vigotsky’s Sociocultural Theory
The culture and community where one is raised influences psychological development,
founding theorist, Lev Vigotsky states (Cashion, et. al., 2019, p. 17), in his Sociocultural
Theory. Vigotsky demonstrated that out-of-reach capabilities for a learner could be possible
when gaps were bridged by a mentor who facilitates the learning process by coming along
side (Liberty, 2023a). He termed this process, “scaffolding,” much as is utilized on a
construction site, enabling extension to far-reaching points (Cashion, et. al., 2019, p. 17).
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The area that lies directly ahead of the learner’s current posturing of capability, and that
desired place of new capability, is what Vigotsky termed the zone of proximal development
(p. 17). Reaching beyond what the learner’s limitations were could be resolved by this guided
participation the theorist stated a mentor could provide (p. 17). This theory depicts how
children can learn from those around them with higher skill levels, such as parents and older
siblings, while working on what is slightly out of their reach (p. 17). Much like an apprentice,
the unskilled learner can profit in his development through this social interaction and become
adept at a new skill, building encouragement to succeed (p. 17).
Christian Worldview Compatibility with The Sociocultural Theory
This author’s personal worldview is a Christian one, which finds compatibility with the
guided participation concept (p. 17), in part. Much as mature believers teaching new
followers of The Word, Vigotsky’s scaffolding concept analogously brings to mind the
powerful leading and guiding of a mentor, but this time, the Holy Spirit (King James Bible,
2017/1769, John 14:26). The Christian family and Church life group’s influence compares in
function to Vigotsky’s sociocultural concept of interaction in which children are apprentices
(Cashion et. al., 2019, p. 17), however, the focus is not on Christ’s redemptive work, but
simply social interaction.
Similar to Vigotsky’s zone of proximal development (Cashion, 2019), this author’s
scriptural realm of instruction is experienced in quiet study of The Word, allowing the Holy
Spirit’s infusive magnification to pave a path of spiritual understanding, birthing increased
growth. The distinct difference in these worldviews is the miraculous aspect the Christian
anticipates and often experiences, whereas the sociocultural theoretical precepts are limited
to physical parameters, specifically lacking spiritual intentionality (p.17).
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Summary and Reflection: Utilizing Knowledge of Worldview in Future Course Work
Worldview is a compilation of one’s preconceived concepts and ideas derived from life
experiences, as well as influenced by family and friends (Liberty, 2023b). The Christian
worldview must be utilized to filter and evaluate all other worldviews. Though Vigotsky’s
Sociocultural Theory displays basic tenants that can be considered viable, especially in
mentorship and guided participation, the concepts themselves, do not recognize the headship
of Christ and His absolute Truth as a standard of immutability.
When investigating the work of theorists, in future course work, the primary
stance for gauging plausibility will rest solely in the Christian worldview of God’s absolute
Truth, by which all things must be apprised. If the world is to become a better place,
Christians ought to draw a proverbial line in not accepting worldview concepts that deny
God’s immutable wisdom relative to His creation. This is a mantle all believers can subscribe
to in creating a world that honors God, denouncing relative truths that do not submit to the
Lord’s Truth.
References
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Cashion, V., Mossler, R., Shriner, B. & Shriner, M. (2019). Foundations. In Lifespan 360:
Christian Perspectives on Human Development (2nd ed.). Kendall Hunt Publishing
Company.
King James Bible. (2017). BibleGateway.
https://www.biblegateway.com/quicksearch/?quicksearch=Holy+Spirit&version=KJV
(Original work published in 1769)
Liberty University. (2023a). PSYC 210: Developmental Psychology. Week one, Lecture
three: Worldview and Theories (video).
https://canvas.liberty.edu/courses/468905/pages/watch-worldview-andtheories?
module_item_id=50979163
Liberty University. (2023b). PSYC 210: Developmental Psychology. Week one, Lecture four:
Overview of Developmental Theories. (video).
https://canvas.liberty.edu/courses/468905/pages/watch-overview-of-developmental-
theories?module_item_id=50979170
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